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
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Who We Are Empire State College

• Locations around New York State
• The Center for Distance Learning (CDL) serves
  adult students around the world

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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