CONSTRUCTIVISMCONSTRUCTIVISM
A Model for Designing Constructivist Learning Environments
A. AssumptionsA. Assumptions± Knowledge is individually constructed and
socially co-constructed by learners based on their interactions in the world.
± the meaning that learners construct depends on their needs, beliefs, and prior knowledge
B. Learning GoalsB. Learning Goals
¤ interpret and solve the problems
¤ complete the projects
¤ answer the questions
¤ resolve the issues
C. Essential ComponentsC. Essential Components
a Question/Case/Problem/Project
b Related Cases
c Information Resources
d Cognitive Tools
e Conversation and Collaboration Tools
f Social-contextual Support
C.a The ProblemC.a The Problem
¶ The problem drives the learning.
* problem context
* problem representation
* problem manipulation space
C.b Related CasesC.b Related Cases
¶ assist learners in understanding the issues implicit in the problem representation
# scaffolding memory
# representing complexity
C.c Information ResourcesC.c Information Resources
* support learners to construct the mental models and formulate hypotheses
~ text documents
~ graphics
~ video
C.d Cognitive ToolsC.d Cognitive Tools
¶ intellectual devices to visualize, organize, automate or supplant information processing
< modeling tools
< dynamic tools
< generic tools
C.e Conversation and Collaboration ToolsC.e Conversation and Collaboration Tools¶ access to shared information and shared know
ledge building tools to help learners to collaboratively construct socially shared knowledge
¶ + Computer-Supported Intentional Learning
Environment
+ Communities of Learners
C.f Social-contextual SupportC.f Social-contextual Support
¶ train teachers and students to accommodate contextual factors
^ CoVis Project
D. Instructional SupportsD. Instructional Supports
Coaching Modeling Scaffolding
D.1 ModelingD.1 Modeling
§ provide learners with an example of the desired performance
§ “How Do I Do This?”
~ Behavioral Modeling
~ Cognitive Modeling
D.2 CoachingD.2 Coaching
§ motivate learners, analyze their performance, provide feedback, provoke reflection and articulation of what was learned
§ “How Am I Doing?”
D.3 ScaffoldingD.3 Scaffolding
§ provide temporary frameworks to support learning and student performance beyond their capacities
§ “Help Me Do This?”
E. DiscussionsE. Discussions
? Philosophical Assumptions
? Impediments to Learning
? Evaluations