Assignment 3: Constructivism and E-Learning Final Assignment

Lesson Plan

Galina Culpechina

ETEC 530 - Constructivism Strategies for E-Learning

University of British Columbia

Table of Contents
Part A: Course Concepts and Literature Review...........................................................................3
Knowledge, Constructivism, and Learning ................................................................................3
#Reflective Abstraction and Journal Writing ..............................................................................4
#Dialogue and Group and Class Discussions ...........................................................................5
#Disequilibrium ..........................................................................................................................5
#Feedback ................................................................................................................................. 6
Conclusion ................................................................................................................................. 7
Part B: Lesson Plan.......................................................................................................................7
Lesson Introduction ...................................................................................................................7
Learning Outcomes ...................................................................................................................7
Learning Materials .....................................................................................................................8
Instructional materials ................................................................................................................8
Assessment 1: Week 2 Group Discussion: Application of Decision-Making Model to Practice
(Case Study, Part 1) ................................................................................................................12
Assessment 2: Week 2 Class Discussion: Similarities and Differences Between Cases........13
Assessment 3: Week 2: Journal Entry .....................................................................................14
Lesson Summary .....................................................................................................................14
References .............................................................................................................................. 15
 Part A: Course Concepts and Literature Review

Knowledge, Constructivism, and Learning

Acquiring knowledge is one of the central goals of education. Knowledge forms the bases of
constructivism and learning. According to Fosnot, knowledge arises from actions and the
agents #reflection on them (Fosnot, 2005). Pritchard also discusses that empirical knowledge is
gained by investigation of the world through #experience (Pritchard, 2010).

Knowledge consists not merely of the facts, principles, and theories, it includes the ability to use
information in meaningful ways and interpret the meaning of events and phenomena (Lbler,
2006). We construct knowledge through #experience and the cognitive processes
of assimilation and accommodation. This process can foster contradictions to our understandings
(#disequilibrium) that need to be explored and discussed. #Disequilibrium facilitates learning.
(Fosnot, 2005).

Constructivism is the primary theory of learning in education today. Constructivism suggests

taking a radically different approach to instruction from that used in most schools and developing
an attitude of inquiry towards the classroom process (Fosnot, 2005). In a constructivist view, the
teacher facilitates learning by arranging learners interactions (#dialogue) in combination with
highly skilled questioning to promote thinking skills (Applefield, Huber & Moallem, 2001).

Fosnot encourages teachers to actively promote #disequilibrium, #reflection, and development. It

gets back to Descartes famous argument, as Pritchard pointed out, I think therefore I am.
(Pritchatd, 2010). In Socrates view, we do not acquire knowledge when true information is
didactically conveyed to us. Nola asserts that we can acquire knowledge only when we go
through the steps of reasoning ourselves and make the reasons fully explicit to ourselves (Nola,
1997). Thus, developing students' rationality so that they can generate and justify their beliefs is
important for developing their knowledge as well as their autonomy (Siegel, 1988; Strike,
1982a).

Constructivism is not only equated with hands-on activities, and constructivist approaches to
teaching can use print, texts, and worksheets to foster discussion (#dialogue) and create time for
telling (Schwartz & Bransford, 1998). Tarakcolu emphasizes that as individual interpretations
and meaning emerge from the text, it can then be discussed where students can discover
commonality and new meaning behind the text.

Both constructivists and non-constructivists agree that effective learning should start with
abilities and knowledge that the learner already possesses. Acquiring knowledge was recognized
from this epistemological standpoint as a constructive process, which involves a) assimilation,
b) #disequilibrium or cognitive dissonance, c) accommodation, and d) #reflective abstraction.
This knowledge is constructed within the individual, and learners need opportunities to construct
their knowledge both cognitively and socially.

Gould writes in Fosnot (2005) that the teacher must provide a full-immersion approach, fostering
a #socially engaging environment where learners play an active role in selecting and defining
challenging, intrinsically-motivated activities. Tarakcolu states that together students construct
meaning behind the work, and it is a #social endeavor to reveal the deeper meaning behind the
work, which results in 'deeper learning' (Tarakcolu, 2010).

Dewey claims that knowledge emerges only from situations embedded in a #social context, in
which learners have to draw them out of meaningful experiences. It is not possible to learn by
means of routine and mechanical memorization; instead, learners must be involved in
meaningful, activities to encourage them to apply the notions they are trying to learn
(Tarakcioglu, 2010, pg. 735).

In her article, Dangle discusses most important constructs to consider in constructivist education,
such as respectful relationships, real conversations (#dialogue), intellectual engagement and
shared ownership in behaviour, learning and classroom environment. She shares a vignette of a
kindergarten constructivist classroom ('Bird Theme'), where children help create the classroom
space (personal and community space), collect materials, help to create classrooms rules and
"promises". She shows an example of how we can encourage peer interaction, make children
responsible for each other, turn conversations from the "question-answer" format to a
conversation-like format (#dialogue), where teacher's interaction encourages and extends
learner's thinking.

Fosnot (2005, p.79) and Garcia ( p.26) suggest novel ways of teaching, such as posing a problem
and creating opportunities for students to reflect on their experience, try out ideas, test them, see
if they work, modify them. In general, both academics encourage us to develop attitude of
#inquiry toward classroom process (Fosnot, 2005, p.87).

Garcias constructivist computational platform is based on solid grounding in Piagetian

fundamentals; it uses constructivist approach and includes problem-based learning, supported by
internet-based knowledge sharing and an internet-supported #social environment (personal
mentors, group collaboration, discussion forums). #Interactive environment (scenarios, topics,
games, learning modules, etc.) stimulates learner's motivation, supports active learning, provides
immediate feedback and allows learners to reflect on their performance (Garcia, 2013).

#Reflective Abstraction and Journal Writing

#Reflective abstraction is the driving force of learning. Learners seek to organize and generalize
ideas across experiences to make meaning. The learners own #reflective abstractions create the
new understanding (Fosnot, 2005, p.95) and reflective thinking skills (McMillan-Coddington,
2013, p.67). To facilitate #reflective abstraction, teachers should find as many ways as possible
for students to express their points of view verbally and in their writing, to reveal themselves and
their conceptions, to reflect on their conceptions (Fosnot, 2005, p.96). Teachers should allow
reflection time through journal writing, representation in multisymbolic form, and/or discussing
connections across experiences or strategies (Fosnot, 2005, p.42). According to Fosnot, this
reflection will enable learners to grow intellectually, socially, and emotionally. Research by
Clark (2004) has shown that learning is strengthened through reflection on practice. The
reflective process enabled learners (teachers in teacher education program) to take time to think
about their #experiences confront issues, look for solutions and solve problems and in doing so
the teachers knowledge and professional learning were enhanced (Clarke, 2004, pp.11-12). In
her article, McMillan-Coddington describes how nursing students use journal writing to reflect
on clinical #experiences in each stage of their educational program. She argues that by doing so
(with #feedback from instructors and student peers) students sharpen their reflective thinking
skills and learn to responsibly care for patients, incorporate a code of ethics, and empathize with
patients (McMillan-Coddington, 2013, p.67)

#Dialogue and Group and Class Discussions

#Dialogue within a community leads to further thinking. The classroom needs to be seen as a
community of discourse engaged in activity, reflection, and conversation (Fosnot, 1989). The
learners have to be given an opportunity to defend, prove, justify, and communicate their ideas to
the classroom community. Ideas are accepted as truth only insofar as they make sense to the
community and thus they rise to the level of taken-as-shared (Fosnot, 2005, p.43). Vygotsky
sought to study #dialogue and contributed a number of ideas on the social and benefits of
dialogue to constructivism. He was interested in the role of the adult and the learners peers and
how their #dialogue, questions, explanations, and negotiations lead to new meaning. He argued
that the most effective learning occurs when the adult draws the child out to the jointly
constructed potential level of performance (Bickmore-Brand & Gawned, 1993, p. 49) (Fosnot,
2005, p.36) and that learning needs to be socially and culturally situated (Cobb, 2005). Fosnot
argues that learners learn better through cooperation than through competition. She believes that
problem-solving dialogue is more powerful than exercises. She emphasizes that learners need an
opportunity to reflect on the errors they make (Fosnot, 2005, p.134). Using constructivism,
teachers encourage learners to #dialogue among themselves, to #experience one anothers
perspective, and to build a group understanding of a theme (Fosnot, 2005, p.179). As Fosnot
states, Their ideas grow richer and more interrelated as they talk with one another (Fosnot,
2005, p.213).

#Disequilibrium

#Disequilibrium facilitates learning. Cognitive change only takes place when previous
conceptions go through a process of disequilibrium with the new information (Slavin, 1994).
Fosnot advocates that errors need to be perceived as a result of learners conceptions, and they
should not be minimized or avoided. Piaget believed that intellectual advancement occurs
because humans seek a state of mental balance, cognitive equilibrium. #Equilibration was
described by Piaget as a dynamic process of self-regulated behavior balancing two intrinsic polar
behaviors, assimilation and accommodation. Assimilation is the individuals self-assertive
tendency to view, understand, and act on the surround to preserve ones autonomy as a part
within a whole system. Piaget explains that this process results in a reach beyond the grasp as
one encounters new territory (Fosnot, 2005, p.30). Accommodation consists of reflective,
integrative behavior (# reflective abstraction) which serves to change ones own self to function
with cognitive #equilibrium in relation to it (Fosnot, 2005, p.30).

Individual ideas progress towards culturally accepted ideas through a process of disequilibration
and equilibration that is socially negotiated with an expert who supports the construction of these
ideas. Teachers should offer challenging, open-ended investigations in realistic, meaningful
contexts and allow learners to explore and generate many possibilities, both affirming and
contradictory (#disequilibrium). Fosnot affirms that contradictions need to be illuminated,
explored, and discussed (Fosnot, 2005, p.42). When teachers create opportunities for students to
work through their sense of disequilibrium, they come up with big ideas (Schifter & Fosnot,
1993), break set with old assumptions and construct meaning (Lambert, 1995, p. 40).

#Feedback

#Feedback can make a powerful influence on student learning. Hattie and Timperley propose the
model that identifies three questions: Where am I going? How am I going? and Where to next?
The main purpose of the #feedback is to identify the gaps (How am I going?) and provide
remediation (Where to next?). They also discriminate between four levels of #feedback: the task,
the processing, the regulatory, and the self levels. The authors firmly identify that #feedback
requires both: giving and receiving. It also requires much skill to provide and receive #feedback.
#Feedback includes developing the classroom climate, having time, ability to deal with the
complexities of multiple judgements and deep understanding of subject matter (Hattie,
Timperley, 2007). The #feedback can be given by the teacher or by peers, for example, in a
group activity, depending on the layout of the lesson. Hattie & Timperley mention that the most
effective forms of #feedback provide cues or reinforcement to learners and/or relate to goals
whereas the least effective forms are programmed instruction, praise, punishment and extrinsic
rewards. In addition, to be effective, #feedback needs to be clear, purposeful, meaningful, and
compatible with students' prior knowledge, it should also provide logical connections (Hattie,
Timperley, 2007). In some cases elaborations through instruction could work better than
#feedback. #Feedback is only effective when it is built on something. When there is no initial
learning, it is of little use. Attan et al. discusses the benefits of peer #feedback stating that it is a
non- threatening activity for students where learning is mutually beneficial for both reader and
writer (Attan et al., 2015, p.1). Attan et al. propose a strategy where Learners are allowed to
experience learning with the help of their peers, given opportunities to discover, explore and
transform their ideas and to respond to their peers suggestions. (Attan et al., 2015) Peer
revision can give students a sense of group cohesion (Hansen & Liu, 2005). Peers can help in
development of ideas and allowing peers to gain more confidence to express their ideas during
brainstorming sessions (Mendonca & Johnson 1994).
Conclusion

According to constructivist perspective, there does not exists a representable set of phenomena
the same for everyone. Fosnot gives an example that if we look at a certain mountain, it will not
look precisely the same to any one (even if we all have normal vision). Each of us will construct
that mountain as meaningful in the light of present and past transactions between our
consciousness and the many-faceted world (Fosnot, 2005, Kindle Locations 2526-2531).

To connect our work to our experience and make it meaningful, we, educators, need to create an
engagement, a conversation, a quest (Fosnot, 2005, Kindle Locations 2454-2457). We have to
create #learning experiences that are active, reflective, and interpretive. We have to create the
atmosphere of interchange and shared discoveries. We have to point out what is not yet noticed,
not yet heard and provoke children to reach beyond where they are and engage them in a
communal construction of knowledge (Fosnot, 2005, Kindle Locations 2548-2556). When active
learners find themselves reaching beyond to wonder and imagine, they may find themselves
deliberately constructing worlds (Fosnot, 2005, Kindle Locations 2557-2562).

Part B: Lesson Plan

I designed this assessment in collaboration with faculty for one of the online Master of Science in Nursing
Programs, for the course: Legal & Ethical Issues in Healthcare. Students construct meaning by individually
discovering and transforming complex information to make it their own. Their instructor and peers challenge their
ideas in group discussion. Students also have an opportunity to relate new information to their existing knowledge
and experience working as a nurse.

MSN Course: Ethics in Advanced Practice Nursing

Week 2: Ethical Decision-Making Models

Lesson 1: Decision-Making Models

Lesson Introduction

In this weeks lesson, we will look at five decision making models that can be used when we are
faced with an ethical dilemma. Through practical application, you will be able to determine
which model best fits your own personal style. We will have an opportunity to apply decision
making to a selected ethical dilemma.

Learning Outcomes

At the end of this lesson, you will be able to:

 Choose an appropriate decision making model to apply to select ethical dilemmas in
various advance practice nursing settings: informed consent, patient rights to receive /
refuse care, and mental Illness.
Describe virtue ethics and moral courage in nursing.

Learning Materials

Read the following in your Grace textbook:

Chapter 3, through Informed Consent: Ethical Problems & Culturally Based

Communication Issues through end of chapter

Read the following in your Ulrich textbook:

Chapter 2, Ethical Decision-Making: A Framework for Understanding and Resolving

Mental Health Dilemmas
Chapter 4, Nursing Ethics in Everyday Practice: Using Communication Skills Effectively

Instructional materials

End-of-Life Care and Decision-Making: Case Study, Part (#feedback) (#disequilibrium)

(#learning experiences that are active, reflective, and interpretive)

Teachers should offer challenging, open-ended investigations in realistic, meaningful contexts and allow learners to
explore and generate many possibilities, both affirming and contradictory (#disequilibrium). When teachers create
opportunities for students to work through their sense of disequilibrium, they come up with big ideas (Schifter &
Fosnot, 1993), break set with old assumptions and construct meaning (Lambert, 1995, p. 40).

This case study is a true-to-life example of an ethical dilemma related to patient right to refuse
care. It will provide you with an opportunity to practice application of selected decision-making
models for identification and resolution of dilemma.

#Interactive environment (scenarios, topics, games, learning modules, etc.) stimulates learner's motivation, supports
active learning, provides immediate feedback and allows learners to reflect on their performance.

This week you will complete Part 1 of the case-study activity and then engage in group work.
Assessment 1: Week 2 Group Discussion: Application of Decision-Making Model to
Practice (Case Study, Part 1) (#dialogue) (#feedback) (#disequilibrium) (#reflective
abstraction)

#Dialogue within a community leads to further thinking. The discussion employs the following Bloom's Taxonomy
categories: Analyze, Evaluate and Apply.

Initial Post Due: Day 4

Reply Posts Due: Day 7

Value: 10 points

For your initial post to this group discussion:

1. Complete the activity, End-of-Life Care and Decision-Making: Case Study, Part 1.
2. Select one of the following Ethical Decision-Making Models / Frameworks described in
Ulrich (other than the Principles-Based Model) to apply to the Elaine Mills
case. (Important: Coordinate with your group to ensure that each member selects a
different model.)
o Standards-Based Model
o Virtues-Based Model
o Moral ReasoningBased Model
o Practice-Based Model
3. Apply the model.
4. Critique the model for its adequacy in assisting with ethical decision-making.
5. After evaluating your model, post in your groups discussion forum a one-paragraph
description of your model as the best model (or not) for use by nurses to resolve ethical
dilemmas in daily practice.

For your reply post to the group discussion, use the RISE Model for Meaningful #Feedback to

1. Ask 12 questions about at least one of the models described by another member of your
group.
2. Respond to any questions you received about the model you selected.

Your participation in this group discussion will be evaluated using the Case Study Rubric found
in your syllabus. (#feedback)

The main purpose of the #feedback is to identify the gaps (How am I going?) and provide remediation (Where to
next?).
Assessment 2: Week 2 Class Discussion: Similarities and Differences Between Cases
(#dialogue) (#reflective abstraction) (#disequilibrium)

Using constructivism, teachers encourage learners to #dialogue among themselves, to experience one anothers
perspective, and to build a group understanding of a theme (Fosnot, 2005, p.179). The discussion employs the
following Bloom's Taxonomy categories: Analyze, Evaluate and Apply.

Initial Post Due: Day 4

Reply Posts Due: Day 7

Value: 10 points

Compare the cases of Elaine and Mrs. Jabolov in Ulrich Chapter 4 of the Ulrich text.

Mrs. Jabolov Case Study

Mrs. Jabolov, 89 years old, suffers from dementia and arthritis and is in a long-term, residential
care facility. She had been living alone, supported by her daughter, until 1 year ago. At that time,
following a series of chest infections, both her mobility and her general health declined. More
recently at the care facility, she has suffered a series of urinary tract infections, the most recent of
which does not seem to be responding to antibiotics. This morning her pyrexia rose to 39.2C.
Because she has also been experiencing increased levels of confusion and agitation and has
become quite sick, the attending physician decides to transfer her to a local acute hospital to
receive more intensive therapy. The nurse feels very angry about this. She feels that Mrs.
Jabolovs confusion might worsen in a hospital and that she might become very upset and
agitated in new surroundings. She also feels that because of Mrs. Jabolovs age and dementia,
Mrs. Jabolov should be left in the long-term care facility and treated less actively. After all, if she
died, her family would understand, as she no longer even recognizes them.

Ulrich, Connie M.. Nursing Ethics in Everyday Practice (Kindle Locations 1701-1708). Sigma
Theta Tau International. Kindle Edition.

Answer this question:

Would your recommendations be different for Elaine than for Mrs. Jabolov? Why or why
not?

After you have made your own post, reply to the post of at least one of your peers,
using the RISE Model for Meaningful #Feedback when you reply to classmates.

Your participation in this discussion will be evaluated using the Discussion Initial Post and
Reply Rubric in your syllabus.

The main purpose of the #feedback is to identify the gaps (How am I going?) and provide remediation (Where to
next?).
Assessment 3: Week 2: Journal Entry (#reflective abstraction)

For many years now, particularly because of the work of Schn (1983), nurses have been encouraged to reflect in
and on practice, to promote both personal and professional development. (Ulrich, 2012, Kindle Locations 1710-
1714). The learners own # reflective abstractions create the new understanding (Fosnot, 2005, p.95) and reflective
thinking skills (McMillan-Coddington, 2013, p.67). The assignment employs the following Bloom's Taxonomy
categories: Analyze, Evaluate, Create (create a "what if... scenario").

Due: Day 7

Value: x points

Write a journal entry in which you #reflect on the cases of Elaine and Mrs. Jabolov in Ulrich
Chapter 4. Have you had similar #experiences with patients or even a family member in the past?
Would you handle it differently today than you did at the time? If you haven't #experienced
something similar, think of a scenario in which you might be faced with a similar #experience
and describe how you would handle it.

Remember, your journal entries are confidential and only read by your professor.

This assignment will be graded using the Journal Entry Rubric found in your syllabus.

The main purpose of the #feedback is to identify the gaps (How am I going?) and provide remediation (Where to
next?).

Lesson Summary

This lesson introduced several models for ethical decision making in nursing practice. Short case
study examples were provided within the readings. You were assigned a longer case study and
were able to select a decision making model to assist with identifying and resolution of the
dilemma.
References

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