Sherma Edwards

OMDE 610 Section, 9020

Sherma Edwards
OMDE 610 Section, 9020
July 5, 2015
Constructivist Theory & OCL Activity

Sherma Edwards
OMDE 610 Section, 9020
Overview
The outsourcing and partnering company called Quality Matters & Workplace Alliance
Inc. (QMWA Inc.) introduces an effective email-writing course as part of their workplace
training for the employees at the University of the West Indies (UWI). QMWA Inc. introduced
this computer-mediated course in hopes of addressing email etiquette tips and building effective
communication skills in the company that is standardized in every department. The online course
is designed to assist the employees with developing skills needed for studying as well as getting
acclimated to UWIs Open Campus (OC) online environment. Participants will become exposed
to the student portal and familiarize themselves with Moodle, the learning management system
(LMS) used by the OC for teaching and learning purposes for its traditional learners (UWI OC,
2004, 2015). The course design and its platform will be very interactive and the social presence
and constructivist concepts addressed. The initiative and pilot program will consist of 400
participants across the board from each department and will consist of a six weeks training to be
completed asynchronously, as long as they have computer and Internet access. Each class will
have no more than 30 students per instructor; this will promote the teacher and student
interaction.
Outline of Activity/Lesson Plan
Week 1

Students will have exposure to the Moodle web-based instructional platform and access
to the Caf tab. There they will state their name, department, how long they worked for
the company and what they expect to obtain from the course. In each section they are

Sherma Edwards
OMDE 610 Section, 9020
expected to respond to at least two of the participants each week to help build social

integration and an online community.

Introduction to effective email writing will be listed under the required readings tab and
they will be exposed to existing and new policies and procedures. Students will be
required to read, conduct research, ask questions and discuss why these new procedures
may be beneficial to their day-to-day job responsibilities ad how to become more
efficient.

Week 2

Topics to be discussed and required readings for week 2, under the Course Content
(CC) tab will be the importance of a subject line and methods to keeping a message

focused.
Students will have to follow the companys guidelines by stating UWI: subject matter
in every email correspondence. This format accurately describes where the email has
originated from; its content and gives the reader a reason to open the email. Issues such
as purpose for e-mail, is there an action that needs to be addressed, apologizing for on

behalf of someone must also be addressed in the body of the email.

Students will be placed in groups of fives to practice this emailing format as a method of
collaborative learning and have the opportunity to ask open-ended questions for the peers

and the instructor.

Assignment 1 on email formatting will be due end of Week 3.

Week 3

Under CC for week three, topics include: avoiding attachments and how to identify
yourself clearly in email correspondences.

Sherma Edwards
OMDE 610 Section, 9020

Students will learn why its valuable to copy and paste documents in the body of the
email rather than to attach the file since its easier for the recipient to read. As part of
their group assignment, students will be exposed to MoodleDocs and ways to utilize

word-processed documents and slideshow presentations.

Each group will have a leader and he/ she will be responsible for creating a wiki forum/
workshop. Students will practice copying and pasting email samples provided by the
instructor in the MoodleDocs section and pasting to the wiki page. Also on the wiki page
students will practice and build on editing formal and informal introductions. Access will

be granted until the end of week 5.

Students will be exposed to knowledge sharing or building and new applications and

tools and will be required to post at the end of each week in their learning journal.
Assignment 1 due by Sunday at midnight.

Week 4

Week 4 CC will address proofreading and politeness.

All email correspondence should be free from grammatical errors and written in a
professional and polite manner. In the wiki workshop section, students will work on
grammatically correctly email threads. They can respond to or ask questions as needed.

Week 5

Topics include distinguishing between formal and informal situations and not assuming

email privacy will be found under CC tab.

Students will learn to praise in public and criticize in private and the appropriate usage
of email communication versus phone conversations (Jerzs Literacy Weblog, 2015, para.
7).

Sherma Edwards
OMDE 610 Section, 9020

Students will have the opportunity to ask questions and interact with peers in the
discussion forum. This will give them an opportunity to build ideas for assignment 2, a
200- 250-word paper on formal and informal emailing writing due end of week 6.

Week 6

Respond promptly and show respect and restraint are the topics for week 6 CC and

discussions.
Learners will have to maintain a 24-48hrs-response time for emails and must learn when
to submit, reply or reply all. Appropriate scenarios will be role-played and questions

and concerns will be addressed.

Post assignment 2 under the assignment folder for grading by the last day of class
Students will have to complete a course evaluation.
Technology and Theory
Constructivism, particularly in its social forms, suggests that the learner is much more

involved in a joint enterprise with the teacher and peers in creating constructing knowledge
(Harasim, 2012, p. 60). The course design, however, uses the Moodle LMS, which incorporates
knowledge sharing and constructive thinking that is effectively implemented by the online
teacher in this activity. The activity promotes and facilitates collaborative learning through the
use of web 2.0 tools that will increase the student-centered interaction, experience and access to
helpful resources. Students will also benefit from active learning techniques, emphasizing time
or task management, communicating with high expectations and respecting diversity (Lewis &
Abdul-Hamid, 2006).
The constructivist theory was intensively applied in this workplace training activity and
emphasis was made on collaboration, active learning by doing since the students was assigned

Sherma Edwards
OMDE 610 Section, 9020
to small groups (Harasim, 2012, p.90). Students were encouraged to think critically and construct
insightful thoughts and questions for rich knowledge sharing based on their expertise and
experience and learning how to make their daily operations effective and increase in efficiency.
Conclusion
It is recommended that the constructivism and constructivist learning theory be used in
any online environment to maximize collaboration and constructive knowledge. QMWA Inc. and
its pilot workplace training course exposes employees to an inquiry based learning activity and
building standardized effective email writing skills. If the pilot program is successful then it can
positively impact social change and technological development with the use of web 20 tools at
the UWI.
Employee Workplace Training and Grading Rubric
WEEK 1
90.100 (A)
The student
actively
interacted and
successfully
completed
ALL sections
for week 1- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated

80-89 (B)

70-79 (C)

The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 1- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and

The student
interacted and
SOMEWHAT
completed the
sections for
week 1- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical

Below 70 (F)

The student
DID NOT
interact nor
completed the
sections for
week 1- by
responding to
any of their
classmates
The student
DID NOT
participate in
any discussion
postings

Sherma Edwards
OMDE 610 Section, 9020
critical
thinking skills

WEEK 2
90-100 (A)

The student
showed
enthusiasm,
motivation and
was HIGHLY
proactive in
their assigned
study group
The student
actively
interacted and
successfully
completed
ALL sections
for week 2- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated
critical
thinking skills

WEEK 3
90-100 (A)

The student

demonstrated
critical
thinking skills

thinking skills

80-89 (B)

70-79 (C)

The student
showed
enthusiasm,
motivation and
was
ALMOST
highly
proactive in
their assigned
study group
The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 2- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and
demonstrated
critical
thinking skills

The student
was
SOMEWHAT
motivated and
proactive in
their assigned
study group
The student
interacted and
SOMEWHAT
completed the
sections for
week 2- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical
thinking skills

80-89 (B)

70-79 (C)

The student

The student

Below 70 (F)

The student
DID NOT
show any
enthusiasm,
motivation and
was never
proactive in
their assigned
study group
The student
DID NOT
participate in
any discussion
postings

Below 70 (F)

The student

Sherma Edwards
OMDE 610 Section, 9020

exceptionally
USED the web
2.0 and
technological
tools provided
The student
MAXIMIZE
D their
knowledge
sharing skills
and had an
assertive
attitude
towards new
applications
The student
showed
exceptional
proficiency in
Assignment 1
The student
actively
interacted and
successfully
completed
ALL sections
for week 3- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated
critical
thinking skills

ALMOST
exceptionally
used the web
2.0 and
technological
tools provided
The student
ALMOST
MAXIMIZE
D their
knowledge
sharing skills
and had an
assertive
attitude
towards new
applications
The student
almost showed
exceptional
proficiency in
Assignment 1
The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 3- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and
demonstrated
critical
thinking skills

SOMEWHAT
used the web
2.0 and
technological
tools provided
The student
SOMEWHAT
maximized
their
knowledge
sharing skills
and had an
assertive
attitude
towards new
applications
The student
was somewhat
proficient in
Assignment 1
The student
interacted and
SOMEWHAT
completed the
sections for
week 3- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical
thinking skills

DID NOT use

the web 2.0
and
technological
tools provided
The student
DID NOT
maximize their
knowledge
sharing skills
and DID NOT
had an
assertive
attitude
towards new
applications
The student
did not
complete
Assignment 1
The student
DID NOT
participate in
any discussion
postings
The student
DID NOT
participate in
any discussion
postings

Sherma Edwards
OMDE 610 Section, 9020
WEEK 4
90-100 (A)

The student
adapted to
ALL the
methods of
proofreading
emails and
used
politeness
effectively
The student
actively
interacted and
successfully
completed
ALL sections
for week 4- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated
critical
thinking skills

WEEK 5
90-100 (A)

The student
was VERY
versatile in
distinguishing

80-89 (B)

70-79 (C)

The student
ALMOST
adapted to all
the methods of
proofreading
emails and
used
politeness
effectively
The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 4- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and
demonstrated
critical
thinking skills

The student
SOMEWHAT
adapted to the
methods of
proofreading
emails and
used
politeness
effectively
The student
interacted and
SOMEWHAT
completed the
sections for
week 4- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical
thinking skills

80-89 (B)

70-79 (C)

The student
was
ALMOST
very versatile

The student
was
SOMEWHAT
versatile in

Below 70 (F)

The student
DID NOT
adapt to the
methods of
proofreading
emails and
used
politeness
effectively
The student
DID NOT
participate in
any discussion
postings
The student
DID NOT
participate in
any discussion
postings

Below 70 (F)

The student
was NOT
versatile in
distinguishing

Sherma Edwards
OMDE 610 Section, 9020

between
formal and
informal
situations and
email privacy
The student
actively
interacted and
successfully
completed
ALL sections
for week 5- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated
critical
thinking skills

WEEK 6
90-100 (A)

The student
successfully
completed
Assignment 2
and addressed
ALL sections
according to
the rubrics
The student
was prone to
the new 2448hr email

in
distinguishing
between
formal and
informal
situations and
email privacy
The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 5- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and
demonstrated
critical
thinking skills

distinguishing
between
formal and
informal
situations and
email privacy
The student
interacted and
SOMEWHAT
completed the
sections for
week 5- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical
thinking skills

80-89 (B)

70-79 (C)

The student
successfully
completed
Assignment 2
and addressed
ALMOST all
sections
according to
the rubrics
The student
was
ALMOST

The student
successfully
completed
Assignment 2
and
SOMEHWAT
addressed the
sections
according to
the rubrics
The student
was

between
formal and
informal
situations and
email privacy
The student
DID NOT
participate in
any discussion
postings
The student
DID NOT
participate in
any discussion
postings

Below 70 (F)

The student
DID NOT
successfully
complete
Assignment 2
and DID NOT
address THE
sections
according to
the rubrics
The student
was NOT
10

Sherma Edwards
OMDE 610 Section, 9020

policy and
procedure and
adhere to the
changes
The student
actively
interacted and
successfully
completed
ALL sections
for week 6- by
responding to
two or more of
their fellow
classmates
The students
discussion
posting were
exceptional,
insightful and
demonstrated
critical
thinking skills

prone to the
new 24-48hr
email policy
and procedure
and adhered to
the changes
The student
interacted and
successfully
completed
ALMOST
ALL sections
for week 6- by
responding to
one or more
classmates
The students
discussion
posting were
SOMEWHAT
exceptional,
insightful and
demonstrated
critical
thinking skills

SOMEWHAT
prone to the
new 24-48hr
email policy
and procedure
and
SOMEWHAT
adhered to the
changes
The student
interacted and
SOMEWHAT
completed the
sections for
week 5- by
responding to
one of their
classmates
The students
discussion
posting were
AVERAGE
and
demonstrated
SOME critical
thinking skills

prone to the
new 24-48hr
email policy
and procedure
and DID NOT
adhere to the
changes
The student
DID NOT
participate in
any discussion
postings
The student
DID NOT
participate in
any discussion
postings

References
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.

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Sherma Edwards
OMDE 610 Section, 9020
Jerzs Literacy Weblog. (2015). Email tips: 10 strategies for writing effective email. Retrieved
from http://jerz.setonhill.edu/writing/e-text/email/#privacy
Lewis & Abdul-Hamid. (2006). Implementing effective online teaching practices: Voices of
exemplary faculty. Innovative Higher Education, 31 (2) 83-98, Doi: 10.1007/s1075-0069010-z
Moore, M. (2015) Teaching with moodle: best practices for course design. Retrieved from
https://www.youtube.com/watch?v=kmZlETMdf5U
University of the West Indies Open Campus. (2004, 2015). Preparing to study online.
Retrieved from https://www.open.uwi.edu/graduate/preparing-study-online

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