Promoting a Learning Community

Class Participation Assessment Rubric

Meritorious Post
1. View this document in page layout. There are 3 pages that are required to be completed.
2. Copy and paste your meritorious post in this text box. Indicate location of post.

Learning and Knowledge: Pritchard vs. von Glaserfeld (Knowledge and

Constructivism Forum)
While examining the philosophical understanding of knowledge, Pritchard
(2013) makes it very clear that luck cannot be knowledge. However, this seems
at odds with a constructivist view of learning and knowledge. von Glaserfeld
(Fosnot, 2013) describes how it is only through repeated failures that one
learns. Through this process of trial and error, and reflection upon the
outcomes, one learns what is true for them.
For an epistemic philosopher it seems that there is an absolute truth, or an
irrefutable knowledge. Proved by having valid and reliable true beliefs.
However, beginning with Piaget, constructivists viewed knowledge as
something gained from our senses. Each person will create knowledge through
their own experiences and experiments with the world.
Using the constructivist beliefs, it is important to remember that each student
will view something given their prior experiences and knowledge. This means
that each student may take a lesson or concept differently. What you mean
when you tell a concept may be interpreted in a different way. In other words,
you cant simply give or share your knowledge, your students must actively
create their own understanding.
What do you think? Is there conflict between Pritchards explanation of
knowledge and von Glaserfelds? Are they able to coexist within one cohesive
theory of understanding? Whose ideas resonate more with your own beliefs?
Explain.
Can knowledge be created through luck? Personally, Ive always believed yes.
This one concept kept irking me while reading Pritchards work. Certainly luck
doesnt constitute knowledge the first time, however, to me, it makes sense that
mistakes lead to learning or knowledge. It seems that to von Glaserfeld luck
(trial/error) are a critical component of gaining knowledge.
References
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice.

Teachers College Press.

Pritchard, D. (2013). What is this thing called knowledge?. Routledge.

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3. Apply the assessment rubric below to your post. Dont forget to total the scores.
Criteria
Indicators
Score (total 15/ 5 each)
Sense-making
and application

Building
community and
leadership

Communicating

TOTAL

Post demonstrates an understanding of

readings and texts using quotations and all
claims about education are substantiated
with references to the literature
Post is original and attempts to make
meaning of prior personal experiences and
identifies applications from the literature to
a current context
Post introduces new factual, conceptual,
and theoretical knowledge into the
discussion
Establishes a social and cognitive
presence online with the expression of
constructive perspectives and affect. (This
can take the form of agreeing or
disagreeing to a comment, evidence that
you are attending to, understanding, and
thinking about others responses,
consensus building, forming goals,
objectives, encouraging, acknowledging,
and reinforcing one anothers
contributions).
Extends discussion by asking peers or
group members literal questions
Instructor posts are responded to where
appropriate (eg. where the instructor has
asked a question to you personally or
invited a class response)
Post is on time
Rules of netiquette are observed; all posts
are constructive in nature and show
evidence of application of course concepts
Posting makes a concise point that is
clearly relevant to the topic and falls within
the realms of discussion on epistemology,
constructivism, and learning and e-learning
Subject header is a unique summary of the
topic and promotes readership
Spelling and grammar do not detract from
the message
Where applicable, references are cited
with at least author, year, and title of
publication

4/5

5/5

5/5

14/15

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4. Provide in 1 paragraph, a rationale for the self-assessment and grade allocation. Submit to the
assignment dropbox.
I chose this post because I felt that it stimulated an interesting discussion that a lot of people
contributed to. I discussed concepts from the new and old text and discussed pedagogical
relevance of both ideas. I think that my post was successful because I shared (what I hoped)
were interesting questions that helped me to better understand course concepts as others
contributed their thoughts. My post paraphrased thoughts from the text and was properly cited,
concise (with further posts to elaborate or adapt my ideas and continue the discussion), and I
think I took a new or novel approach to the concepts. I think that with information from outside
sources I would give myself full marks, but as is 14/15 seems appropriate when looking at the
whole thread.

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