In this session of the course, we discuss three different aspects of learning, Five Stage Model, Blended learning and Construct alignment. Although these aspects seem different, in practice they all use the same basic principles of learning, modelling, structuring/development, leveling learning and learning outcomes. All three models focus on dividing the course into parts of learning, rather than giving the whole course content. However, what can differentiate them is their way of handling collaborative learning. In Five Stage Model, Gilly often speaks about learning as a Five-Stage-Model, how communities learn from each other, e.g. access, teambuilding, information exchange, knowledge construction, and reviewing (1). This theory helps tutors and students how to engage and what is expected of them in each session. However, Gilly seldom speaks about what kind of assessments, or how they are correlated to assessment, only how learning evolves throughout the course in terms of collaborative learning (1). On the other hand, the model of Biggs-taxonomy focuses on learning expectations are in line with learning activities (3,4). In Biggs-taxonomy, learning outcome are set in levels of learning, to be able to learn, understand, evaluate, and develop. Biggs-taxonomy also focus on that the assessments given are in line with the right learning activity (4). However, Biggs-taxonomy rarely speaks about the collaborative learning process within the group. In model of Blended Learning, Garrett speaks about that learning activities does not assure that student will engage in collaborative learning activities. Blended learning helps tutors and student what is expected of them to create collaborative learning. Students and tutors are present or engaged and are given different roles and expectation in different ways throughout the course (2). Blended Learning and Five Stage Model are similar in ways that they speak about expectations of the students and the tutors, and the collaborative learning process throughout the whole course, while Biggs-taxonomy more sets levels of learning activities being in line of learning outcomes. Conclusion therefor states that a combination of Five-Stage-Model and Biggs-taxonomy, or, Blended learning and Biggs-taxonomy, are hopeful ways of constructing a course and achieving a good collaborative learning. I have experience in constructing courses within both nursing and police, and mostly use Biggs-taxonomy when structuring course-content. After reading articles of blended learning and five-stage-model, I think that Blended learning is a bit to abstract to assign in course, e.g. how do we achieve what Garrett apposes in learning activities? I will however try out the Five-stage-model in future when constructing a collaborative learning activity, which seems promising in providing a collaborative learning experience.
Other reflections, I have difficulties understanding the difference between discussion-parts and learning blog. Sometimes these switch places in context, i.e. what is a learning blog and a discussion-forum, and are the assessments given within each context assigned to its purpose? Are these questions relevant to the context? Moreover, I can miss places for clarifications in course, such as what is the last assignment, and more time for discussion within the groups to discuss these aspects. How do we add up all concepts, models and theories? How do they relate to each other, how do we use them, and what is the expected purpose of them. Are there any deeper learning aspects in the course content? Or, are we meant to learn as many different aspects of learning as possible? (Missing out Biggs-taxonomy theory). Just some general thoughts…
Thank you for reading.
BR
Michael UH
References
- Five Stage Model – Gilly Salmon [Internet]. [cited 2021 May 7]. Available from: https://www.gillysalmon.com/five-stage-model.html
- Garrett A, Manuel D, Vincent C. Conceptual framework. J Nurs Educ. 1976;15(6):9–21.
- Constructive Alignment | John Biggs [Internet]. [cited 2021 May 7]. Available from: https://www.johnbiggs.com.au/academic/constructive-alignment/
- Constructive Alignment – YouTube [Internet]. [cited 2021 May 7]. Available from: https://www.youtube.com/watch?v=HQHZyT-OYq8