Subject: [IFETS-DISCUSS] Constructivist Models
From: Michael Neubauer (mike@LEARNINGBYDOING.NET)
Date: Mon 26 May 2003 - 16:46:18 MEST
Date: Mon, 26 May 2003 10:46:18 -0400 From: Michael Neubauer <mike@LEARNINGBYDOING.NET> Subject: [IFETS-DISCUSS] Constructivist Models
>Date: Mon, 26 May 2003 11:26:02 +1000
>From: Ania Lian <ania@COMEDU.CANBERRA.EDU.AU>
>Subject: Re: 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
Hi Ania,
I think the greatest prejudice I had when arriving at the phases we defined,
was in coming up with something that fit the data, so I could understand
what it was I was looking at. That, in itself, is a risky business, but is
how theories and models are made. As I applied this model to the data we
collected in other LBD eClass sessions, it seemed to fit.
In a way, this is what knowledge is all about: how well a theory and model
fits the data. In either case, fitting or not fitting, knowledge is
acquired.
The hard data in Figure 13 of the paper
http://www.irrodl.org/content/v3.2/lns.html is strictly quantitative. For
the qualitative description of the four phases of our constructivist model
we also included examples of statements by the students and facilitators.
Figure 14 shows examples of "Adding knowledge to the group". Figure 15
shows examples of "Facilitation." Figure 16 shows examples of "building on
the knowledge of others." And Figure 17 shows examples of "reporting back to
the group."
The qualitative examples we chose are examples of prejudice. We picked
examples that were most illustrative of the model we constructed. That is
usually the case when explaining models with qualitative data. The
quantitative data is without prejudice. And that is the beauty of
quantitative data.
Mike Neubauer
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