Integrating Constructivism into an Online Methods Course

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Integrating Constructivism into an Online Methods
Course

• Deirdre Kramer dkramer_at_hamline.edu
• Cynthia Lundgren clundgren_at_hamline.edu

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Context

• ESL Licensure Program
• 1983 ESL licensure rule approved in MN
• 1984 Hamline University approved to offer the
  first
• ESL K-12 teacher licensure program
  in State
• 1997 Online offerings begin for some ESL
  licensure
• courses. Over the next several
  years, all licensure
• coursework would be online with
  one exception
• 2008 ESL Methods, the final licensure course,
  offered
• online.

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Constructivism, our definition

• Instructional Goals that are INTERACTIVE
• Engaging recognizes the tenets of adult
  learning principles
• Challenging requires the application of SLA
  theories and general linguistic knowledge into
  lesson design and delivery
• Community-based recognizes the co-constructed
  nature of knowledge

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Traditional online course design

• Content Ss Learning

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Our approach

• Philosophy ( Content Ss) Learning
• Where philosophy is defined as
• engaging,
• challenging,
• community-based.

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Our philosophy, grounded in Constructivist Theory
and best practice for adult learners requires
students to INTERACT with course concepts and
each other in order to develop and demonstrate
knowledge of course concepts.

• Interaction took place through online
• Projects
• Presentations
• Group work
• Discussions
• Activities

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How did we translate a face to face course to
online?

• Step 1 Establish a design team content
  expert, tech expert minimum, we also had a
  bridging expert.
• Step 2 Deconstruct (or create) the course
  goals, objectives and principles. Carefully
  examine the purpose for every lesson, activity,
  assignment. For new courses, this step
  integrates the standards required by the state
  and/or NCATE as well as the determination of how
  knowledge will be demonstrated by students
  (assessment).
• Step 3 Given the nature of the course, we
  identified 4 critical knowledge strands review,
  new content, community building, assessment.
  Purpose of instruction (course goals/objectives)
  were clarified within each strand.
• Step 4 Make choices about interaction and
  technology.

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Community Building StrandAssignment Mingle
to discuss and answer questions.Technology Wiki
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Review StrandAssignment Jigsaw - read, review
and present a synthesis of various SLA
theories.Technology Powerpoint and Elluminate.
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New Material StrandAssignment Jigsaw Readings
on vocabulary research, answer specific
questions, discuss and synthesize key information
in like groups, present overview in cross-study
groups.Technology word doc, wiki for like
groups, wiki for jigsaw
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Assessment StrandAssignment Group developed
vocabulary lesson planTechnology Wiki
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Our process and beliefs

• Most of our students have some teaching
  experience. Acknowledging their prior knowledge
  and world experiences is essential in supporting
  their engagement in the course. Students bring a
  wealth of knowledge with them to the course.
• We also know, as ESL specialists, teaching
  through a language lens is difficult. New
  information and ways of thinking must be provided
  to students and they must have structured
  opportunities to apply new information and
  language specific methodologies to real-life
  situations the challenge element of the course.
  Course content must be made explicit, as well as
  the opportunities for application.
• New knowledge is co-constructed. This happens
  through sharing knowledge, the community-based
  element, reflecting upon and challenging ones
  currently held beliefs. Interaction with new
  information and with colleagues supports this
  co-construction of knowledge.

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The Philosophy, Constructivism the Course

• Two Dimensions -
• CONTENT, Presentation Activities
• Engagement Students bring a wealth of knowledge
  with them to the course.
• Challenging Course content must be made
  explicit, as well as the opportunities for
  application.
• PEOPLE, Instructor Students
• Community-based New knowledge is
  co-constructed.

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Evidence of Philosophy in Course Design

• Teacher Led
• Course Material Presentations Monitored
  connection
• between teacher and
• students
• Presentation Activity
• Student reflection and discovery Collaborative
  Assignments
• Student Led