Constructing a Scaffold

During this weeks lecture in E-Learning Theories and Practices (EL6052), we discussed Gilly Salmon’s 5 Stage Model. Salmon’s model provides a scaffold for instructors to create constructivist learning environments. The MA covered constructivism theory in the first semester, and as I mentioned in a previous post, I took a 12 month leave of absence after the first year. So, to refresh my memory and in the hope of developing a better understanding of constructivism, I revisited my notes from the first semester.

This post briefly discusses the concept of constructivism and the 5 Stage Model. The post continues with my reflections on how my understanding of learning theories has changed since semester one.

What is Constructivism?

Constructivism emerged in the 1990s as a learning theory that suggests learners ‘construct knowledge’ from what they already know. They do this by relating course content to their pre-existing knowledge and real-life experiences instead of other theories that infer that learners passively consume information.

Constructivist theory insists that learning occurs when learners engage in group dialogue and participate in collaborative problem-solving activities. In this approach, the instructor facilitates learning rather than instructs learners on what to learn. Therefore, the instructor’s job is to present the learner with new problems continuously. Furthermore, the instructor must design ‘authentic’ learning experiences and actively encourage collaboration to facilitate deep learning. In using authentic learning experiences, “learners engage in activities which present the same type of cognitive challenges as those in the real world” (Jonassen 1999, p217).

There are three method’s to creating a constructivist learning environment, these are,

• Modelling
  • The learner observes the instructor
• Coaching
  • The instructor observes the learner
• Scaffolding
  • A co-operative problem-solving effort

Modelling and coaching are both best used in onsite learning. However, scaffolding is preferred in the classroom and online learning, as it encourages independent learning.

Scaffolding the Constructivist Learning Environment

This week’s lecture discussed Gilly Salmon’s 5 Stage Model. Salmon’s model is a scaffolding framework that assists instructors (or E-Moderators) in developing an effective constructivist learning environment. In the model, the five stages are represented as stairs that the learner ascends until they become satisfied and successful learners who take responsibility for their learning.

Below is a diagram of Gilly Salmon’s 5 Stage Model.

Image Source: https://www.gillysalmon.com/five-stage-model.html

The 5 Stage Model assists the instructor in designing and planning each step of the learning process. One of the model’s main objectives is to provide a framework for the instructor to allow collaboration and discourse. As I mentioned in a previous post, providing learners with an opportunity to develop a community is critical for learners to develop deep learning and understanding of the topic. Using this framework allows learners to ‘construct knowledge’ and become contributors rather than mere consumers of knowledge.

Theories in Practice

I do not have a teaching or an instructional background. So, as I began this MA, I was surprised and probably a little overwhelmed by the vastness of learning theories, frameworks and methods. However, I’ve since had the opportunity to use them in practice during the Interactive Courseware Workshop (EL6072). For this module, I co-created an Open Educational Resource (OER) with one other student. We incorporated the ADDIE model and integrated Gagne’s nine events of instruction and Bloom’s taxonomy during the course development. All of which I had never heard of before this MA. What I learned from creating that resource was that you do not need to have an in-depth knowledge of the theories and framework, like I initially believed. Instead, all you require is an understanding of when and how to incorporate the theories and frameworks into your course design.

As I prepare for my upcoming summer project, I plan to increase my understanding of learning theories, including constructivism. My goal is to understand better when each should be used and why. That understanding, I now believe, is a sign of a good instructional designer.

References

Jonassen, D. (1999) ‘Designing Constructivist Learning Environments’, in Reigeluth, C. M. (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II

Salmon, G. (2004) E-moderating. 2^nd edition. London: RoutledgeFalmer

The Importance of Community

A few weeks ago, in week 3, my lecture in E-Learning Theories and Practices (EL6052) discussed the Depth Education Model. This model outlines three steps that facilitate deep learning, the most important of those being, Community of Inquiry.

This post describes the main aspects of the Depth Education Model and the Community of Inquiry framework. The post then explains how the model and framework have realigned plans for my upcoming summer project.

The Depth Education Model

The Depth Education Model is a pedagogical model which encourages deep higher-order learning. As opposed to surface learning, where the learner merely remembers facts and figures to pass the course, or achievement learning when the learner concentrates on what material will provide the highest grade. I believe that most learners, myself included, are guilty of surface and achievement learning at times.

The lecture outlined several attributes that deep learners have; these include but are not limited to,

• Relating ideas to previous knowledge and experience
• Looking for patterns and underlying principles
• Checking evidence and relating it to conclusions
• Examining logic and arguments cautiously and critically
• Become actively interested in the course content

The Depth Education Model defines three steps to help facilitate these attributes, these steps are,

1. Conditionalised Knowledge
2. Metacognition
3. Community of Inquiry

Conditionalised Knowledge and Metacognition facilitate learning by allowing learners to use what they have learned in context and encourage critical thinking. However, it is Community of Inquiry that enables the deep learning attributes. As Weigel (2002) commented, deep learning is “learning that promotes the development of conditionalised knowledge and metacognition through communities of inquiry” (p2).

Community of Inquiry

Community of Inquiry (CoI) is a theoretical framework for designing learning environments to support critical thinking, critical enquiry and discourse. It also explains how learning occurs in individual learners through their educational experience.

The CoI framework has three interdependent elements (see image 1). Those three elements are,

1. Cognitive Presence
   • Learners construct meaning and understanding of what they have learned through reflection and discourse.
2. Social Presence
   • Learners identify with their community and communicate openly in a trusting environment.
3. Teaching Presence
   • Teachers design, facilitate, and direct the cognitive and social elements to ensure learners reach their learning outcomes.

It is important to note that social presence facilitates reflection and critical thinking with others in the learning community. Without this, the learner may not reach cognitive presence, which is where deep learning really occurs. It is, therefore, essential to skilfully design learning environments to achieve all three presences.

Image 1: http://www.thecommunityofinquiry.org/coi

Overall, the CoI theoretical framework allows the learner to construct personal meaning and obtain mutual understanding with their peers. It is essential that the teacher, or the instructional designer, design courses to facilitate CoI’s and ensure significant deep learning opportunities.

Community of Inquiry as a Learner

The lecture on the Depth Education Model made me think of my undergrad days, where much was learned and debated outside the classroom. Looking back, I now understand why I enjoyed a subject or immersed a little more into a topic; it was because I had the opportunity to share my knowledge and my learning experience with my classmates.

Contrarily, I have participated in asynchronous online courses and now realise why the information from that course did not stick. After completing a course in Excel 5 years ago, today, I still have no idea how to subtract a percentage from a total on another line, but that is another issue.

I now realise that CoI is a sign of good course design and forethought. Ergo, if I am to partake in any future online learning, I will seek out only those that facilitate deep learning and CoI.

Community of Inquiry as a Designer

My realisation of the importance of CoI in course design has made me reconsider my approach to my summer project. Initially, I planned to use a simple quiz to finish each unit to ensure learners remember the information. However, I now realise I must design an environment that allows the learners to understand the information. A new challenge, indeed.

I plan to delve a little deeper into Community of Inquiry and the Depth Education Model in the coming months. There is plenty of literature on both subjects that I am sure will answer a few thoughts I am currently mulling over:

• Will my course be better designed as synchronous rather than asynchronous to facilitate discourse?
• Would group e-tivities be a better assessment than an end of unit quiz?
• Should I create an assessment that runs throughout the course that will encourage discourse between the learners?

As Garrison (2011) pointed out, “an essential, core element of an educational experience when higher-order learning is the desired learning outcome”(p19) is Community of Inquiry. Thus, as an aspiring instructional designer, I now feel it is my obligation and professional responsibility to incorporate CoI’s into future course designs. 

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References

Garrison, D. R. (2011) E-Learning in the 21^st Century: A Community of Inquiry Framework for Research and Practice. 2^nd edition. New York: Routledge

Weigel, Van B. (2002) Deep Learning for a Digital Age. San Francisco, CA: Jossey-Bass.

Recommended Reading

Bektashi, L. (2018) Community of Inquiry Framework in Online Learning: Use of Technology, Power R. eds, Technology and the Curriculum: Summer 2018, Ontario, University of Ontario Institute of Technology, 147-160, available: https://techandcurriculum.pressbooks.com/chapter/coi-and-online-learning/

Community of Inquiry (n.d.) About the Framework, An Introduction to the Community of Inquiry, available: http://www.thecommunityofinquiry.org/ [Accessed 06 March 2021]