Abstract
Bank Street College was founded in 1916 with a commitment to constructivist practice. When the College began to move into the online venue, there was no question but that online practice would need to share this constructivist vision. The question was: How this could be done? This research describes the process and outcomes of a self-generated, self-directed faculty group working together across graduate programs of education to design, implement and engage in self study of constructivist practices in online learning. The goals of this work were to describe specific constructivist practices and the ways in which digital pedagogy has extended the learning of both faculty and students. We also sought to identify the ways in which collaborative self-study supports the development of online practice by encouraging faculty to take risks leading them to reframe understandings of teaching and learning.
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Freidus, H., Kruger, M.W. (2017). Building Community and Capacity: Self-Study and the Development of Social Constructivist Online Teaching. In: Garbett, D., Ovens, A. (eds) Being Self-Study Researchers in a Digital World. Self-Study of Teaching and Teacher Education Practices, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-39478-7_8
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DOI: https://doi.org/10.1007/978-3-319-39478-7_8
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