*"Vygotsky-Style" Learning and ASK:  An Explanation

Lev Vygotsky, a Russian psychologist who lived from 1896-1934, emphasized the roles of historical, cultural, and social factors in cognition. His belief that full cognitive development (learning) required social interaction is shared by your course instructor.  Khirallah not only believes that learning occurs in a social context, she is passionate about the idea!  Therefore, when Khirallah expects students to  learn "Vygotsky-style", she means that she expects students to participate in a social setting where students and teachers support one another -- giving assistance to one another as needed to achieve learning objectives.  So, how is "Vygotsky-style" learning/teaching available for those enrolled in an online course.  First, I hope that each person in this course will find a partner with whom to work...either someone who is also taking the course or someone who knows something about computers who is simply willing to help you.  In this way, you can create your own "social context".  Also, the lab assistant is available to you to create a "social context" in which to learn.  She is stationed in a UD computer lab to assist you when you need help.  Second, I realize that teachers live busy social lives in which they are constantly learning, and I am counting on that social context to support this course.

Assessment as explained by Salvia and Yseldyke (1998), is "a process of collecting data for the purpose of making decisions about individuals and groups...."   To make decisions regarding the degree to which students are able to achieve course objectives, this instructor will collect both summative and formative assessment data.  Summative assessment data refers to the completed body of work (in this case, the course webfolio presented to the course instructor) that will be evaluated at the end of the course.  Formative assessment data refers to any information collected during the course that is designed to provide feedback to students about their progress in the course.  Because I am interested in your learning while you are in this class, I will collect not only the summative, end-products but also the formative products that you will construct to provide you feedback on your learning.   The formative assessment data that you will construct for this class is intended to Assess Student Knowledge -- or ASK.

What will I collect, and when will I collect it?  For this class, the ASK data is already detailed on the course syllabus.  It is a series of formative tasks that will assist you in developing the skills needed to successfully build a website with all of its component parts.  The ASK data that you construct and either email or include in your webfolio will be important because you are participating fully in the creation of an end product (webfolio) ...far more important in its "construction/creation" process than in whether what is submitted or created is “right” or “wrong”.  Thus, when you take the Internet Scavenger Hunt (which is tough), many of you will probably find yourself stressing because you cannot find the "right" answers.  It is important for you to understand that it is the struggle of the search...the trial and error...the fight itself...that contains the learning.  The "right" answer, when achieved too easily without the struggle/pain offers little in the way of learning.  So...I guess I am telling you in advance that I want you to "suffer" with this course.  Therefore, the function of the ASK data is to collect evidence of your thinking and your progress during the “formation” of skills and concepts in Computer Problem Solving.

ASK data is authored by you, the student, as you work through the modules in this course.  Sometimes you will be able to complete the ASK assignment independently.  More often, I hope that you require the assistance of the lab assistant and/or the assistance of your peers to complete the task….for the purpose of the ASK assignments is to offer opportunity to examine concepts associated with the integration of technology into teaching as they emerge from “instructional conversation”* (Tharp and Gallimore, 1989).

I expect you to participate in a "social context" and engage in "instructional conversation" while tackling ASK assignments.

ASK emerges naturally from the flow of the course.  Each time an ASK assignment is offered, it will have 2 points of value.  It needs to be accomplished in the sequence of the course...not at the end....if you hope to achieve its greatest benefit .

Salvia, J., & Ysseldyke, J. (1998). Assessment. Boston, MA: Houghton Mifflin.

Tharp, R. G. & Gallimore, R. (1989). Rousing minds to life: Teaching, learning, & schooling in social context. Cambridge: Cambridge Univ. Press.

* According to Tharp and Gallimore (1988), the "instructional conversation is the medium, the occasion, the instrument for rousing the mind to life….The concept itself contains a paradox:  'Instruction' and 'conversation' appear contrary, the one implying authority and planning, the other equality and responsiveness.  The task of teaching is to resolve this paradox.  To most truly teach, one must converse; to truly converse is to teach" (p. 109 Rousing Minds to Life).