Constructivism and Instructional Design

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Constructivism and Instructional Design
Gapar Diusheev Age 12
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Introduction
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Simulation Activity
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The Task

• Given marshmallows (large small) and connectors
  (toothpicks skewers), participants will work in
  groups to construct the tallest free-standing
  structure they can in 5 minutes.

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Deconstructingconstructivism
What prior knowledge did you bring to this
experience? What knowledge did you create during
this experience? Next time, what would you do
differently based on your experiences here?
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Important Concepts of Constructivism
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Learners build on prior knowledge.

• New knowledge must somehow be integrated into a
  pre-existing mental model or structure. It is
  important and valuable to evaluate the prior
  knowledge of the learner.

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Learning is an active process.

• Minds-on as well as hands-on activity,
  language and social interaction, and reflection
  on the process of knowledge construction are
  central to learning.

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Knowledge is constructed by the learner.

• Knowledge is not objective--- there is not a
  standard body of knowledge to be mastered. The
  learner must construct meaning in his/her head by
  evaluating new input against his/her own
  experience.

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Key Figures in Constructivism
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Implications of Constructivism for Instructional
Design
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From Dick, Carrey, and Carrey

• General Methodology
• Needs Assessment
• Goal/Task Analyses
• Instructional Strategy Development
• Media Selection
• Learner Assessment

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 General Methodology

• Be willing to break the rules
• Place principles above procedures, and people
  above principles.
• Include all interested parties in the design and
  development process.

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 Needs Assessment

• Make use of consensus needs assessment
  strategies, in addition to gap-oriented
  strategies.
• Resist the temptation to be driven by easily
  measured and manipulated content.
• Ask Who makes the rules about what constitutes a
  need? Are there other perspectives to consider?
  What (and whose) needs are being neglected?

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Goal/Task Analyses

• Consider ways to allow learning goals to emerge
  during instruction.
• Make instruction learner-centered instead of
  content-centered.
• Give priority to contextualized problem-solving
  and meaning-constructing learning goals.
• Consider multiple models of expertise and frame
  content in multiple ways. Use cases, stories, and
  patterns in addition to rules, principles, and
  procedures.
• Ask Who makes the rules about what constitutes a
  legitimate learning goal? What learning goals are
  not being analyzed? Whose interests does the
  project serve? What is the hidden agenda?

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Instructional Strategy Development

• Distinguish between instructional goals and
  learners' goals support learners in pursuing
  their own goals.
• Promote the "teaching moment."
• Think in terms of designing learning environments
  and experiences rather than "selecting"
  instructional strategies.
• Think of instruction as providing tools that
  teachers and students can use for learning make
  these tools user-friendly.
• Consider strategies that provide multiple
  perspectives and encourage the learner to
  exercise responsibility.

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Learner Assessment

• Incorporate assessment into the learning
  experience where possible.
• Critique and discuss products and performances
  grounded in authentic contexts, including
  portfolios, projects, compositions, and
  performances.
• Use informal assessments within classrooms and
  learning environments.

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SOURCE

• The Postmodern Paradigm
• Brent G. Wilson
• University of Colorado at Denver