Opening the Social-Constructivist Tool-Kit
In a previous post, I explained that one of the most salient barriers inhibiting direct collaboration in wiki assignments is the individualistic predispositions of students that often cause them to work on such tasks autonomously. This means that students require scaffolding not to learn how to use the wiki itself, but the to participate in the collaborative processes necessary for their successful implementation as tools for knowledge construction.
Several have acknowledged the requisite scaffolding strategiesnce necessary to evoke collaboration among wiki participants in formal settings (See for example Jung & Suzuki,2015; De Wever, Van Keer, Schellens, and Valcke, 2009) and claimed that a framework must be developed to ensure their effective implementation (Karasavvidis, 2010). However, none, to my own knowledge, have utilized existing theoretical frameworks as guides in this specific kind of social-constructivist activity.
Harasim's (2012) Online Collaborative Learning theory (OCL) provides a seemingly ideal framework for instructors to use when scaffolding collaborative behavior in wikis or other online cooperative learning environments. She proposed that through strategic group discourse, a series of three sequential and cyclical phases of knowledge construction during online collaborative activities should be achieved.See my previous post for a description of OCL. Likewise, Bruner (1983) explained that “scaffolding” is the personalised guidance provided to the learner during the learning process which is increasingly withdrawn until the learner no longer requires it to independently complete a task or understand a new concept. While in Harasim’s (2012) OCL, the process of knowledge construction is cyclical in that the learner repeatedly participates in the process of generating, organizing, and synthesizing ideas at increasingly more profound degrees. Therefore, by this logic, learners will initially require more scaffolding, though as the they become more proficient in the knowledge construction process, the amount of support required from the instructor will gradually be reduced.
Remember Dirksen's (2016) "chunking" framework (depicted below) which illustrates the an ideal pattern for goal setting? This is particularly useful for designing a lesson plan that scaffolds the collaborative process for students in a wiki environment.
Now here is what is what it would look like including OCL and goals for wiki construction in groups.
Several have acknowledged the requisite scaffolding strategiesnce necessary to evoke collaboration among wiki participants in formal settings (See for example Jung & Suzuki,2015; De Wever, Van Keer, Schellens, and Valcke, 2009) and claimed that a framework must be developed to ensure their effective implementation (Karasavvidis, 2010). However, none, to my own knowledge, have utilized existing theoretical frameworks as guides in this specific kind of social-constructivist activity.
Harasim's (2012) Online Collaborative Learning theory (OCL) provides a seemingly ideal framework for instructors to use when scaffolding collaborative behavior in wikis or other online cooperative learning environments. She proposed that through strategic group discourse, a series of three sequential and cyclical phases of knowledge construction during online collaborative activities should be achieved.See my previous post for a description of OCL. Likewise, Bruner (1983) explained that “scaffolding” is the personalised guidance provided to the learner during the learning process which is increasingly withdrawn until the learner no longer requires it to independently complete a task or understand a new concept. While in Harasim’s (2012) OCL, the process of knowledge construction is cyclical in that the learner repeatedly participates in the process of generating, organizing, and synthesizing ideas at increasingly more profound degrees. Therefore, by this logic, learners will initially require more scaffolding, though as the they become more proficient in the knowledge construction process, the amount of support required from the instructor will gradually be reduced.
Remember Dirksen's (2016) "chunking" framework (depicted below) which illustrates the an ideal pattern for goal setting? This is particularly useful for designing a lesson plan that scaffolds the collaborative process for students in a wiki environment.
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