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Title: Social Constructivism and Deep Learning in Privacy, Security, Freedom...


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Social Constructivism and Deep Learning in
Privacy, Security, Freedom Social Concerns
for the 21st CenturyA Case Study in Best
Practice Using Empire State Colleges Online
Learning Methodology
Center for Distance
Learning Nicola Martinez, Director of
Curriculum and Instructional Design
3
Who We Are Empire State College
  • Locations around New York State
  • The Center for Distance Learning (CDL) serves
    adult students around the world

4
Center for Distance Learning
  • adult learning centered
  • offers asynchronous online courses in five,
    15-week semesters per year
  • leading enroller in the SUNY Learning Network
  • partner with several institutions such as eArmyU
    Navy, public private organizations, labor
    unions,
  • member institution, The Consortium of Higher
    Education for Emergency and Fire Services
    (CHEEFS) offering baccalaureate degrees for the
    fire and emergency services community through the
    National Fire Academys Degrees at a Distance
    Program.

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Center for Distance Learning Course Statistics
  • 350 distinct online courses,
  • many with multiple sections
  • 46 courses developed/revised for Sept 03
  • 50 courses developed or revised for Jan 04
  • 68 courses developed or revised for Sept 04
  • 70 courses developed or revised for Jan 05
  • 55 courses in development or revision for Sept
    05
  • all courses on a two year revision cycle
  • managed using the Coursetrak system

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Areas of Study
The Arts Business, Management Economics
Community Human Services Communications,
Humanities Cultural Studies Educational
Studies Historical Studies Human Development
Labor Studies Science, Math Technology
Social Theory, Structure Change
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Objectives
  • objectives
  • Present a case study of an Empire State College
    Center for Distance Learning Online Course
    (Privacy Security, Freedom Social Concerns for
    the 21st Century) illustrating best practices in
    the application of social constructivist learning
    theory.
  • The author will demonstrate how carefully
    designed course materials, as well as
    interactive, collaborative learning activities
    requiring data collection, evaluation of
    evidence, and interpretive analysis challenge the
    student and enrich the learning experience.

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Social Constructivism
social constructivism
  • is a variety of cognitive constructivism that
    emphasizes the collaborative nature of much
    learning.
  • Social constructivism was developed by
    post-revolutionary Soviet psychologist, Lev
    Vygotsky. Vygotsky was a cognitivist, but
    rejected the assumption made by cognitivists such
    as Piaget and Perry that it was possible to
    separate learning from its social context. He
    argued that all cognitive functions originate in,
    and must therefore be explained as products of,
    social interactions and that learning was not
    simply the assimilation and accommodation of new
    knowledge by learners it was the process by
    which learners were integrated into a knowledge
    community.
  • (from http//gsi.berkeley.edu/resources/learning
    /social.html).

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The zone of Proximal Development.
Vygotskys zone of proximal development
  • It is the distance between the actual
    developmental level as determined by independent
    problem solving and the level of potential
    development as determined through problem solving
    under adult guidance or in collaboration with
    more capable peers.
  • Vygotsky, L. (1978). Mind in Society. (Trans. M.
    Cole). Cambridge, MA Harvard University Press.

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Social Constructivism and Instructional Models
social constructivism and instructional
models
  • Instructional models based on the social
    constructivist perspective stress the need for
    collaboration among learners and with
    practitioners in the society (Lave Wenger,
    1991 McMahon, 1997).
  • Lave and Wenger (1991) assert that a societys
    practical knowledge is situated in relations
    among practitioners, their practice, and the
    social organization and political economy of
    communities of practice. For this reason,
    learning should involve such knowledge and
    practice (Lave Wenger, 1991 Gredler, 1997).
  • Kim, B. (2001). Social constructivism. In M.
    Orey (Ed.), Emerging perspectives on learning,
    teaching, and technology.

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Social Constructivist Approaches
social constructivist approaches can
include
  • reciprocal teaching
  • peer collaboration
  • cognitive apprenticeships
  • problem-based instruction
  • webquests
  • anchored instruction and other methods that
    involve learning with others (Shunk, 2000).
  • Kim, B. (2001). Social constructivism. In M.
    Orey (Ed.), Emerging perspectives on learning,
    teaching, and technology.

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Deep Learning 1
deep learning
  • Marton and Saljo (1976) developed the following
    definitions of surface and deep approaches to
    learning
  • Surface approach Students relate to the needs
    of the instructor, rather than to either their
    own personal identification with the subject or
    to the structure of the imparted knowledge. The
    learning task is to reproduce the subject matter
    at a later date (e.g. in an exam).
  • Deep approach Students connect the structure of
    the subject to their own learning structures.
    This involves thinking, seeking integration
    between components and between tasks, and
    playing with ideas.
  • Marton, F., Saljo, R. (1976). "On qualitative
    differences in learning Outcome and process."
    British Journal of Educational Psychology 46
    4-11.

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Deep Learning 2
  • deep learning
  • Gibbs (1992) further refines the definition
  • Most students can adopt both surface and deep
    approaches to their learning students can
    develop an increasingly sophisticated conception
    of learning inappropriate course design,
    teaching methods and assessment can foster a
    surface approach and appropriate course design,
    teaching methods and assessment can foster a deep
    approach. Gibbs, G. (1992a). Improving the
    quality of student learning through course
    design. In R. Barnett (Ed.). Learning to Effect .
    Buckingham SRHE/Open University Press. Part I
    Using research to improve student learning.
  • Gibbs, G. (1992b). Improving the quality of
    student learning . Bristol Technical and
    Educational Services.

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Adult Learning Theory
  • adult learners need
  • To know why learning is required
  • To direct their learning
  • To contribute their experiences to the learning
    situation
  • To apply what they have learned to serve real
    world problems
  • To feel competent and experience success
    throughout the learning program.
  • adapted from
  • Knowles, M. S., Holton III, Elwood F., Swanson,
    Richard A. (1998). The adult learner. Houston
    Gulf.
  • Wlodkowski, R. J. (1993). Enhancing adult
    motivation to learn A guide to improving
    instruction and increasing learner achievement.
    San Francisco Jossey-Bass.

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A Case Study
  • an online course
  • Privacy, Security, Freedom Social Concerns for
    the 21st Century. The course is a sociological
    and philosophical exploration of the questions of
    privacy, security and freedom in the 21st Century
    in the context of both the theory and practical,
    policy-oriented aspects of these social concerns.

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Official Course Description
  • Privacy, Security, Freedom
  • The sociological and philosophical exploration
    of the questions of privacy, security and freedom
    in the 21st Century in the context of both the
    theory and practical, policy-oriented aspects of
    these social concerns. This study will include
    an examination of some of the concepts of
    political and social philosophy, such as private
    vs. public domains, the individual and the state,
    freedom, political obligation, and their
    relevance to contemporary society and government,
    with a particular focus on the Patriot Act, the
    Homeland Security Act, and Total Information
    Awareness/Terrorism Information Awareness.
    Credits4 Credits, advanced level
    courseCourse PrerequisitesUpper Level
    StandingKnowledge or Skills NeededWriting and
    internet and/or library research skills.

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Activities for Collaborative Learning
  • collaborative learning
  • Students engage collaboratively in both pro-con
    debate (on the Patriot Act) and (Security) policy
    development while harnessing the availability of
    Internet based resources.
  • They read, evaluate and analyze primary sources,
    such as the Patriot Act and the Homeland Security
    Act.
  • They search for and share other resources
    presenting a variety of perspectives, which allow
    the student to form his or her own educated
    opinion grounded in both philosophical inquiry
    and policy analysis.
  • In addition, each student introduces a topic for
    discussion, based on assigned readings for every
    module.
  • Due to the high level, highly relevant
    professional experience of many of the students,
    their study is enhanced with practice-based
    research.

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Sample Students 1
  • students
  • Classmate A I am a Lieutenant with a large
    metropolitan police department, assigned to the
    Commissioner who spearheads crime control
    strategies. I have a background in the areas of
    criminal intelligence, investigations,
    anti-terrorism as well as WMD training (CBR) from
    the Department of Homeland Security.
  • Classmate B I am working toward a bachelor's
    degree in Social Theory, Structure and Change
    with an emphasis on National Security.
  • Classmate C In 1965, as a colonel's orderly, I
    observed Rudolph Hess tending his flowers in
    Berlin's Spandau prison
  • Classmate D I am employed as a Lieutenant in a
    Correctional Facility. I am a certified
    instructor at my place of employment,
    specializing in terrorism and emergency response
    to WMD Incidents. I just returned from a training
    course for Domestic Security in Washington, DC.

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Sample Students 2
  • students
  • Classmate E I am heavily involved in emergency
    services. My current position is EMS Coordinator
    for my county and Commander for a federal
    response team. In my spare time I volunteer on my
    local ambulance corps..
  • Classmate F I am in the Navy. I am an IT working
    with Intel.
  • Classmate G I work as a Systems Architect
    designing CRM (Customer Relationship Management)
    systems mostly for banks. This software is used
    to collect contact information about clients and
    prospects to help increase the quality of
    customer service as well as to analyze the sales
    pipeline. The software may or may not pose
    privacy issues.
  • Classmate H I work for a large high-end
    retailer and I am an investigator. I investigate
    all aspects of internal theft from the theft of
    goods and money, to the theft of company time and
    resources.

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Course Readings 1
  • readings
  • David Brin. The Transparent Society Will
    Technology Force Us to Choose Between Privacy and
    Freedom? June 1999 Edition. Perseus Publishing.
  • Reginald Whitaker. The End of Privacy How Total
    Surveillance Is Becoming a Reality. February 2000
    Edition. New Press .
  • Bruce Schneier. Beyond Fear Thinking Sensibly
    About Security in an Uncertain World. September
    2003 Edition. Copernicus Books.
  • John Stuart Mill. On Liberty. June 2002
    (Paperback) Edition. Dover.
  • Jean-Jacques Rousseau. On The Social Contract.
    January 1998 (Revised) Edition. Hackett
    Publishing Company.

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Course Readings 2
  • readings
  • Texts and additional course materials provide
    students with a foundation in political science,
    social policy and political sociology.
  • In addition to the texts, students read excerpts
    from
  • the Patriot Act,
  • the Homeland Security Act,
  • total/terrorism information awareness,
    predecessors and successors
  • analyzes of the acts, both pro and con
  • and other official documents, policies and
    legislature having direct relevance to the issues
    of privacy, security, and freedom.
  • Students also examine current case studies
    online using sociological and social policy
    making methodologies.

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Discussions
  • discussions
  • Discussion will include philosophical inquiry and
    social critique. We will also discuss recent
    developments such as the Patriot Act, The
    Homeland Security Act, Total Information
    Awareness/Terrorism Information Awareness (and
    related developments). There are a number of
    outstanding websites, both governmental and
    organizational, that will provide the basis for
    outstanding coverage of the issues.
  • The discussions are intended to help you further
    explore and think critically about the
    information you are reading and viewing. I shall
    pose questions to get the discussions going. I
    intend to be an active--two or three times a
    week--participant in the discussions, and expect
    each of you to be so, as well.
  • Please Note Each discussion response must have
    a minimum of 125 words, spell checked, well
    written and citing references in support of
    arguments. Student led discussion topics must
    have a minimum of 250 words for the original
    posting, 125 words for responses.

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Written Assignments
students complete the
following written activities (1) lead 4
discussion topics with a 250 word commentary
(2) participate in a pros/cons debate on
privacy in relation to the Patriot Act using case
studies and recent "real" events to support
arguments. This assignment requires the
research, review, analysis and evaluation of six
articles (3) Join a team for a role play
scenario based learning activity. This
assignment includes deciding on the scenario
(what happened, how, what are the implications),
participating in a group discussion, researching
and reviewing 2 articles/websites, and
contributing to the development a 500 word
security policy (4) Design a research project
of using one or more of the following methods
data collection, evaluation of evidence, and
employment of interpretive analysis using
resources on the World Wide Web, examination of
primary text materials such as the Patriot Act
and the Homeland Security Act, and observation
within their communities. The research project
includes a formal research proposal and an 10-15
resource annotated bibliography.
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The Role Play Scenario, Part 1
  • choose one of the following scenarios
  • 1. Imagine that you are all board members of a
    school district having to establish a security
    policy after an incident in the school.
  • 2. You are the computer security team for a
    government organization housing highly sensitive
    information. An unknown hacker has accessed your
    files and leaked confidential information to the
    public. Concerned that insider information may
    have given the hacker easier access, you must
    develop a tighter internal security policy.

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The Role Play Scenario, Part 2
  • steps
  • First, decide on the scenario what happened,
    how, what are the implications. Start an initial
    group discussion on the scenario. Each group
    member must research and review 2
    articles/websites that might be relevant to the
    case, and submit an evaluation/review of the
    article to the group.
  • Then, develop a 500 word security policy after
    weighing the rights of the individuals against
    the security of the group.
  • As you develop your policy, follow the five step
    process proposed by Schneier in Beyond Fear
    (Chapter 16, pp 257-258). Be sure to consider
    the four "environmental constraints on behavior"
    (pp264-265). In addition, consider Schneier's
    three final rules (pp. 279-280).
  • In addition, the group must reference one or more
    sections of the Homeland Security Act in support
    of the proposed policy.

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Comments from Students 1
  • Has this course achieved the objectives that it
    set out to accomplish? From every conceivable
    aspect, this course has surpassed these
    objectives and more. Our group as a whole was
    introduced to some of the most complicated issues
    facing citizens and government today. We
    explored, analyzed, researched and even debated
    acts of legislation, political and social
    commentary, not to mention philosophy. Our eyes
    were opened to the various issues facing modern
    society privacy, security, terrorism and
    cultural awareness were only some of the topics
    we delved into.
  • Group discussions and debates allowed for us to
    deliver our individual and collective stances on
    the issues we examined. Although sometimes
    energetic and yes, maybe heated, we were all part
    of a unique learning process. Nicola led us
    admirably through the gauntlet of subject matter
    by design and good chemistry within the group, I
    think we will all walk away from this course
    better students and citizens with a host of
    useful information.

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The Course
  • Privacy, Security, Freedom
  • Social Concerns for the 21st Century
  • Here I take the audience to a reference copy of
    the course (student and term independent) to
    illustrate my points
  • http//sln.suny.edu/courses/21/2842100210.nsf/

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Comments from Students 2
  • The course presentation and materials were
    excellent I just wished that I could have
    absorbed more. Some of my pre-course thoughts
    have gotten stronger, others have weakened, while
    many new ideas have been aroused by the writers
    ,the tutor, and the classmates. Collective
    participation was both a necessity, and asset and
    not a hindrance which was my original fear.
  • I have had some mandatory online Verizon
    schooling, but that involved, cut and dry-yes and
    know, type answers. A course in history or
    philosophy online was not for me. How could I cut
    the other person off, just to insert my twopense
    into the discussion. This technique of preemptive
    interruption is widely used by the experts as
    they project their importance and knowledge, but
    rather useless in an online course. I learned to
    wait my turn, and not alone listen to, but also
    read and interpret what others had to say. What a
    blessing and what a lesson in manners for the
    information age. Can we teach our elite, the
    politicians?

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Comments from Students 3
  • I would like to say how much I have enjoyed
    participating in the group/student led
    discussions and the group project. They have been
    very enlightening and have helped me to
    re-evaluate my personal beliefs about privacy,
    freedom and the impact that the Patriot Act has
    on both.
  • I have thoroughly enjoyed debating with my
    classmates about these topics and have learned so
    much from all of you. It always amazes me that
    just when you think you have a firm grip on your
    personal beliefs, that someone brings something
    to light that changes everything. This is how I
    felt, over and over again. I have always been a
    very opinionated and outspoken person, but I have
    often had a hard time being open minded to the
    opinions of others. This class has helped me to
    learn that being open minded may not always be
    easy, but that it definitely has its rewards.
  • More importantly, I learned a lot about myself ,
    including how to temper my arguments. The way
    in which information is presented has a lasting
    effect on those who are listening, good or bad.
    Knowing that, will help me achieve the desired
    outcome of the information presented, whatever
    that may be. This is something that will stick
    with me forever.

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Comments from Students 4
  • I thoroughly enjoyed the books as well as being
    involved in the projects. I thought that the
    groups projects really helped us to share a great
    deal of information and both groups put together
    some great presentations.
  • Believe it or not my favorite part of this class
    was the group reports/projects. While it was not
    the easiest task in the world trying to get all
    of us on the same page the end result was well
    worth the effort. Other than enjoying the whole
    group aspect of it, I also found the task of
    making our own school weapons policy very
    intriguing. Also, a series of unfortunate events
    also synchronized with our project as well
    (shootings/stabbings in school). Those events, I
    believe played an important part in some of our
    decisions about what to include, and not include
    in our policy.
  • I have taken many classes, in a number of
    schools, throughout my life. Some of the
    information I absorbed, some went in one ear and
    out the other. The lessons we have learned in
    this course will probably stay with us for the
    rest of our lives. We will re-evaluate political
    policies and security measures, be more aware of
    privacy issues, and cherish more deeply the
    freedoms that remain available to us.

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Conclusion
  • in conclusion
  • I hope that I have demonstrated that carefully
    presented course materials combined with active,
    authentic, engaging and collaborative learning
    activities within a social constructivist
    approach provide the student with opportunities
    for enriched learning.
  • and that this method, applied to teaching and
    learning in online environments, supports a deep
    approach to learning.
  • Nicola Martinez

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References 1
  • Gredler, M. E. (1997). Learning and instruction
    Theory into practice (3rd ed). Upper Saddle
    River, NJ Prentice-Hall.
  • Gibbs, G. (1992b). Improving the quality of
    student learning . Bristol Technical and
    Educational Services.
  • Kim, B. (2001). Social constructivism. In M.
    Orey (Ed.), Emerging perspectives on learning,
    teaching, and technology. Available Website
    http//www.coe.uga.edu/epltt/SocialConstructivism.
    htm
  • Knowles, M. S., Holton III, Elwood F., Swanson,
    Richard A. (1998). The Adult Learner. Houston
    Gulf.
  • Lave, J., Wenger, E. (1991). Situated learning
    Legitimate peripheral participation. Cambridge,
    UK Cambridge University Press.
  • Marton, F., Saljo, R. (1976). "On qualitative
    differences in learning Outcome and process."
    British Journal of Educational Psychology 46
    4-11.
  • McMahon, M. (1997, December). Social
    Constructivism and the World Wide Web - A
    Paradigm for Learning. Paper presented at the
    ASCILITE conference. Perth, Australia.
  • Shunk, D. H. (2000). Learning theories An
    educational perspective (3rd ed). Upper Saddle
    River, NJ Prentice-Hall.
  • Vygotsky, L. (1978). Mind in Society. (Trans. M.
    Cole). Cambridge, MA Harvard University Press.
  • Wlodkowski, R. J. (1993). Enhancing adult
    motivation to learn A guide to improving
    instruction and increasing learner achievement.
    San Francisco Jossey-Bass.

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References 2
websites on social constructivism
  • http//gsi.berkeley.edu/resources/learning/social.
    html
  • http//dougiamas.com/writing/constructivism.htmls
    ocial
  • http//www.dmu.ac.uk/jamesa/learning/constructivi
    sm.htm
  • http//www.coe.uga.edu/epltt/SocialConstructivism.
    htm
  • http//www.comnet.ca/pballan/Vygotsky(1978).htm

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Contact Information
  • Nicola.Martinez_at_esc.edu
  • 518-587-2100 x 776
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