Subject: Re: [IFETS-DISCUSS] Constructivist Models
From: Ania Lian (ania@COMEDU.CANBERRA.EDU.AU)
Date: Mon 26 May 2003 - 03:26:02 MEST
Date: Mon, 26 May 2003 11:26:02 +1000 From: Ania Lian <ania@COMEDU.CANBERRA.EDU.AU> Subject: Re: [IFETS-DISCUSS] Constructivist Models
It appears to me that the whole world now is into the concept of
'critical'. It is used in as many forms as it may come (e.g. critical
literacy, critical learning, critical thinking... you name it). Surely
part of the concept critical would be to question. I just wondered, while
conceptualising the teaching/learning phases in your environment, what
kinds of prejudices did you question which therefore helped you to come up
with thoe specific phases for teaching/learning?
Ania Lian
On Sun, 25 May 2003, Michael Neubauer wrote:
> Basically, we used the following measures: We counted the number of posts
> and categorized them in terms of Student-to-Student interactions,
> Student-to-Facilitator interaction, and Student-to-Group interactions. We
> then defined four phases which seemed to mark differences between the rates
> of interaction during the two hour activity. So right after the activity
> was Phase I we called "Adding Knowledge to the Group" where Student-to-Group
> was highest; Phase II was "Facilitation" where Student-to-Facilitator was
> the highest; Phase III was "Building on the knowledge of others" where
> Student-to-Student interaction was highest; and finally Phase IV we called
> "Reporting back to the Group" where student-to-group interaction was
> highest.
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