Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

This chapter aims to revitalize the use of the Angoff method in measuring students' performance in the educational contexts by offering guidance on the constructivist learning perspective that is more appropriate for training K-12 teachers. Specifically, it compares the cognitive and social constructivist theories and the Completely Structured Training (CST) and Partially Structured Training (PST) designs for conducting training on the Angoff method. The analysis argues for the relative efficacy of the cognitive constructivist perspective of the CST based on a breakdown of the cognitive strategies of the Angoff method judgments over the social constructivist perspective of the PST that emphasizes interpersonal interactions. The chapter concludes with recommendations for empirical comparisons of the quality of judgments based on the CST and PST models.

STUDENT AND INSTRUCTOR EXPERIENCE USING COLLABORATIVE ANNOTATION VIA PERUSALL IN UPPER YEAR AND GRADUATE COURSES

Perusall is a collaborative annotation platform designed for pre-readings in a flipped classroom, but can also be used for stand-alone, asynchronous reading discussion components of courses. We examine the use of Perusall as a social constructivist learning tool in two upper year/graduate courses in Mechanical Engineering. Perusall was used to replace in-class discussion of readings during the shift to online teaching. Data was collected from student surveys and from the student and instructor annotations themselves. Annotations were coded for content, and examined for factors such as upvoting. We found substantial engagement from students, with collaborative annotation providing opportunities for: correction of misunderstanding; linking concepts from the course and between readings; discussing larger issues around research and research writing; sharing background information among peers; and critically analyzing the readings. Students reported deeper learning than in typical in-class discussions of readings; however, they also noted that annotation required much more time. Overall, collaborative annotation appears to be an effective method for course reading discussion.

Advancing the Scholarship of Teaching and Learning using Learning Theories and Reflectivity

The Scholarship of Teaching and Learning (SoTL) remains a mostly elusive notion. For universities to genuinely contribute to SoTL, they must delineate clear parameters of engagement. For example, while some engage SoTL at the academic level, others examine it from an institutional policy perspective. Others view it from national and international frameworks that impact teaching and learning in universities. Engaging SoTL at the academic level, this article uses a postgraduate diploma module, Higher Education Context and Policy (mostly attended by university academics from South African universities) to show how a facilitator could draw from learning theories and reflectivity to teach and advance SoTL. More specifically, it demonstrates how a facilitator could mediate the module utilising a social constructivist learning theory perspective.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Cognitive vs. Social Constructivist Learning for Research and Training on the Angoff Method

This chapter aims to revitalize the use of the Angoff method in measuring students' performance in the educational contexts by offering guidance on the constructivist learning perspective that is more appropriate for training K-12 teachers. Specifically, it compares the cognitive and social constructivist theories and the Completely Structured Training (CST) and Partially Structured Training (PST) designs for conducting training on the Angoff method. The analysis argues for the relative efficacy of the cognitive constructivist perspective of the CST based on a breakdown of the cognitive strategies of the Angoff method judgments over the social constructivist perspective of the PST that emphasizes interpersonal interactions. The chapter concludes with recommendations for empirical comparisons of the quality of judgments based on the CST and PST models.

Integration Social Media Technology and Ethical Collaborative Learning

The research aimed to design and evaluate an innovative Web 2.0-based collaborative learning with the Islamic ethical system to support Islamicisation and the practice of Islam as a way of life that is the main goal of Islamic education. This is in response to the lesser amount of focus in Islamic education on the real example of integrating ICT into the collaborative learning process that could support social constructivist learning goals and skills for use of Islamic knowledge in daily life. The most important argument is that the students should be given an appropriate and practical platform where they can practice collaboratively and share their experiences that design science research methodology and Facebook features in this study could support these needs and arguments. Expert review, user testing were conducted and quality, effectiveness and usability of developed Web 2.0-based collaborative learning confirmed.

Empowerment and Constraint: Design of a Homecare Worker Training Program

A worker education center in California requested the development of a job training pilot program for 6,000 state-remunerated homecare workers. These workers provide personal care services to Medicaid-eligible adults over 65 years of age and to adults with disabilities, enabling them to remain living at home. In recognition of the homecare workers’ position as a first line of defense against health crises and costly hospitalizations, the center sought to enhance their roles by training them to be more engaged members of the care team and more knowledgeable in health and safety topics. The training design was challenging for two reasons. First, in California, consumers (recipients of care) are the legal employers of their homecare workers and are their designated job trainers. This hard-won right clashed with elements of the center’s training initiative. Second, diverse linguistic backgrounds limited education and low literacy levels among homecare workers led to a non-traditional approach to worker training that required buy-in from diverse stakeholders. The design process was fast-paced and iterative, involving research around themes established by committee, coordination with an illustrator, and numerous revisions in consultation with subject matter experts, including a disability rights advocate who was also a consumer. The result was a hands-on, collaborative design rooted in social constructivist learning theory. After two years, health outcomes among consumers whose homecare workers received training were positive, leading us to infer that both the design and the efforts to address learners’ needs and consumers’ concerns had been effective.

A Model for Mobile Social Media Integration in Constructivist ESL Classrooms

Social media, with its ability to create opportunities for interaction, presents a platform for applying technology into social constructivist learning contexts in innovative and meaningful ways. This chapter proposes a model for integrating mobile social media in a content-based ESL curriculum. Newly-arrived international art students were introduced to popular social media platforms and were trained on how to use these tools to conduct research and document their experiences in the field during a summer intensive program. Results are discussed in terms of effects on students' academic English knowledge and abilities, knowledge of local academic and creative cultures, and technology literacy. Finally, limitations and implications for future studies are explored.