CRJ - Week 9

CRJ – What have I learnt

In week 8 forum post, I read Hanga,N (2025) post about her fabiric painting course design. She mentioned that not only does stage 1 ‘spark’ (Salmon, 2013), but it also acts as a ‘hook’ (Koumi, 2013). I am finding it very helpful to follow Hanga,N (2025) plan this term, also see what feedback she receives, as I feel that it would be very relavant to my course plan. For instance the feedback she received from Htet Zaw, H (2025), made it clear that I could consider how I can relate to students early on how the course will conclude to encourage motivation early on. Will my course be peer reviewed? Tutor marked? Require a short presentation or summary from students?

Helpful quote: “Collaborative knowledge construction environments enable all members of a class or learning group... to contribute their interpretation. It is important for advance knowledge acquisition that learners realise that there exist multiple interpretations for every event or object. Those interpretations may be dissonant or consonant, but they reflect the natural complexity that defines most advanced knowledge domains. Collaborative environments enable learners to identify and reconcile those multiple perspectives in order to solve problems (Jonassen et al, 1993, p. 240).”

References

Hanga, N (2025) Week 8 Forum. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30022 (accessed 21.07.25)

Jonassen, D., Mayes, T. & McAleese, R. (1993) 'A manifesto for a constructivist approach to uses of technology in higher education', in Designing Environments for Constructive Learning, eds T. M. Duffy, J. Lowyck & D. H. Jonassen, Springer-Verlag, Berlin.