4.+Educational+Rationale

**Collaborative Learning and Constructivism **


It has been suggested by many researchers that constructivism is the theoretical basis of eLearning networks/communities (Jonassen 1998, MacRobbie & Tobin 1997, Salomon 1998 and Sanchez, Miranda, & Vera 2004). Constructivist theory manifests itself in the student-centred learning that is supported by common web applications used by educators. In constructivist theory, it is the learner that must interact with external stimulus and learn by synergising new experiences into existing cognitive structures (Bodner 1986). Constructivist theory applied in eLearning aims to encourage active learning and autonomy within the learner while also instilling a sense of lifelong learning (Mason & Rennie 2006).

Due to the application of social learning theories to the nature of eLearning, the emphasis on constructivism can be viewed as a result of technology and its collaborative implication for learning in the 21st century. Mason & Rennie (2006) defines collaborative learning online as possessing the qualities of communication and interaction amongst peers, structured learning moderated by teacher/designer, access to resources of the internet, development of team work skills and learning by doing. Learning occurs in the interaction between individuals.It involves a communicative process whereby knowledge is shared and understandings are constructed in culturally formed settings.(Vygotsky 1978 in Hammond and Gibbons 2001). In learning new skills, including language skills, working with a more capable partner helps to extend the learners capacity for knowledge growth as the task progresses.As new problems arise, the discussion between co-learners helps to develop the language needed to deal with future problems. Vygotsky's ZPD is dynamic, it is related to the task and so the degree to which the participant is engaged in the task and the quality of support ie; scaffolding, largely determines the rate and extent of development of skills in the learner.(Wells 1993 in Hammond J and Gibbons, P. 2001) Gibbons (2001) states that all learners including second language learners need to be engaged with authentic and cognitively challenging learning tasks. It is the //nature// of the support- customised support that is responsive to the needs of particular students -that is critical for success. Hammond J and Gibbons, P.(2001). The design team recognises the need to provide the learners with carefully constructed learning opportunities which will be both engaging and challenging.Fadel and Lemke (2006) found that research, (descriptive and rigorous) supports the the value of educational experiences in virtual environments in fostering a range of learning types from basic knowledge and skills to higher order thinking and reasoning and authentic learning. The pupils will jointly construct their learning through engaging in the activities in the proposed platform of Teen Second Life. Language development will be fostered as the pupils problem solve together online and offline.

It was the consensus of the design team that the eLearning community should incorporate several of the commonly accessible web technologies to form the technological infrastructure to assist in the realisation of the learning outcomes. The design elements of Second Life, email, weblog, and wiki were selected to support and encourage collaborative learning. The combination of various technologies was also selected to enable synchronous and asynchronous learning. Such a combination is designed to promote collaboration by the elimination of traditional barriers to collaboration such as geographical location, time and socioeconomic status.

**Making meaning – eLearning Model** With consideration to the constructivist principles of learning through learning and collaboration, Sanchez & Miranada (2006) proposed the following model of eLearning design. In the model, each stage of eLearning is propelled by collaboration through virtual interaction, which is also at the centre of the learning cycle. Email F2F activities || Blog Email F2F activities || Blog Email F2F activities || Blog Email F2F activities || Blog Email F2F activities ||  The above model should also be taken into consideration by the moderators for the continual development of the learning community. Moderators should seek to follow the cycle to realise, approach, conceptualise, structure and apply new knowledge from their experience with the dynamic learning community to continuous modify and improve the learning community to suit its members.
 * ~ Stage of learning cycle ||~ Design Element ||
 * < Students realise the education challenge/task, its associated learning outcomes and purpose ||< Environment in Teen Second Life
 * < Students approach the learning opportunity and uses the process of reflecting, retention, adapting, exploring and researching. ||< Teen Second Life
 * < Students conceptualise by identifying occurring conceptual changes during the learning process. Students use metacognition, representation, and adaption. ||< Teen Second Life
 * < Students structure meaning through retention, synthesis, etc. ||< Teen Second Life
 * < Students apply their newly gained cognitive structures to different scenarios. ||< Teen Second Life

Scaffolding (Bruner 1985) is the gradual withdraw of teacher support with increased student task mastery. The learning experiences in the program are scheduled in a way which follows the scaffolding model to encourage student mastery and autonomy.
 * Scaffolding**

** Syllabus Links //Geography Years 7-10 Syllabus (Board of Studies NSW)// ** ** Stage 5 Geography incorporates learning related to Australian geography and the interaction of human and physical geography in a local context.
 * [[image:https://bosho.boardofstudies.nsw.edu.au/IMAGES/IMAS/0731342585.JPG caption="external image 0731342585.JPG"]] || **7.4 Geography (Mandatory) – Content for Stage 5

The study of Geography develops a wide range of skills such as gathering, organising, evaluating and communicating geographical information from a variety of primary and secondary sources, including fieldwork.

The study of Geography also provides opportunities for students to use a wide range of geographical tools including information and communication technologies (ICT). Teachers need to ensure that ICT are incorporated into teaching and learning programs so that students have the opportunity to become competent, discriminating and creative users of ICT. Students will be better able to demonstrate achievement of syllabus outcomes if they can use ICT effectively. || Focus: The unique characteristics of Australia’s physical environments and the responses of people to the challenges they present. || ** Outcomes ** A student: 5.1 identifies, gathers and evaluates geographical information 5.2 analyses, organises and synthesises geographical information 5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information 5.4 selects and applies appropriate geographical tools 5.5 demonstrates a sense of place about Australian environments 5.6 explains the geographical processes that form and transform Australian environments || //Source: Geography Years 7-10 Syllabus, Board of Studies NSW.//
 * ** Focus Area 5A1 Investigating Australia’s Physical Environments **

**ESL Scales (Department of Education and Training NSW)**

The ESL Scales is a set of benchmarks against which the full range of ESL learner's achievements may be assessed. The ESL Scales outlines the three basic types of language competence as: 1. Pragmatic competence - the ability to use language appropriately and acceptably according to particular purposes, audiences and situations. 2. Organisational competence - the ability to control correctly and coherently the formal structures of language. 3. Strategic competence - the ability to assess, respond to and negotiate meanings as part of a dynamic process of language use. The above competencies will be developed through student participation in learning activities that incorporate the language modes of oral interaction, reading and responding, and writing.