07.+Constructivist+ID

=Constructivist models of ID= Focus is on the individual learner who constructs his/her knowledge based on own goals/objectives. Collaborative, active, authentic. > Informal/formal learning groups and study teams are typical forms of learning collaboratively. > Informal: during a lesson you ask students to discuss with their neighbor a problem (pair work, group work) > Formal: a group of students carry out tasks during a class or several weeks. > study teams: long term groups for the whole semester. Learning groups: Study teams: > Learners build new knowledge on their pre-existing knowledge. > Principles of authentic learning: Instruction should involve lifelike problems, inquiry, social interaction, learner centered. > Strategies include problem, project, inquiry, role playing, simulation, case study, critical incident. > Technology can be used and misused. To close the gap between what is possible and impossible in creating a realistic experience.
 * **Situated learning**(J. Lave): Learning occurs unintentionally via social interaction in communities of practice.Knowledge presented in authentic context and in culture. General knowledge acquisition theory. Similar to cognitive apprenticeship, anchored instruction. Used in connection with technology-based learning.
 * **Anchored instruction**(J. Bransford): Used in connection with technology-based learning. Instruction is anchored in problem solving activities using stories and case studies in authentic and realistic context. Learners explore and construct their knowledge.
 * **Cognitive apprenticeship**: A pedagogic strategy in connection with situated learning. Student actively practices in real world context via social interaction and collaboration.
 * modeling: expert carries out task, learner observes
 * coaching: expert observes learner carrying out task, provides hints, feedback, modeling, reminders.
 * articulation: learner articulates knowledge, reasoning, problem-solving processes
 * reflection: learner compares his problem-solving processes to expert, peer
 * exploration: forces learner to explore, frame questions and problems
 * **Cognitive flexibility**(R. Spiro): Learner constructs own knowledge. Knowledge construction rather than transfer of info. Information presented from multiple perspectives using many case studies with lots of examples and supports context-dependent knowledge. Use interactive technologies (hypertext).
 * **Collaborative learning**: Engaging students via collaboration in groups.
 * organize groups
 * provide feedback
 * evaluate
 * explain how it works
 * define tasks (specify beginning and end)
 * provide skills for students to be able to work in groups, guidelines
 * written contract
 * tasks requiring interdependence
 * relevant task
 * at level with students skills
 * fair division of labor
 * competitions among groups
 * group size
 * each member studies the whole material but responsible to become expert in in aspect and report back to group
 * or team meeting agenda changes, exchange notes
 * study questions provided by professor at the beginning of the year, team discusses relevant question based on week's topic
 * specify responsibilities
 * offer points for participating
 * devote classtime to discuss setting up teams and rules
 * **Authentic learning**: Real-world learning used to be the way for knowledge acquisition (job shadowing, internship, apprenticeship)Authentic learning occurs in safe and realistic “real-life” situations, in meaningful context. Assessments are authentic, too. (journals, portfolios, rubrics)
 * **Discovery learning** (Bruner): Learners explore facts and relationships. Inquiry based learning. Manipulating objects, experimenting. Instructions include simulations, cases, problems.

Compare the systems approach to constructivist design. Typical components: needs assessment, goals, task analysis, objectives, assessments, select media, create materials, evaluations. Dick and Carey championed the systems approach to instruction design.
 * Systems approach**: (behavioruism and cognitivism) Tasks and learner analysis introduced. Learner builds on pre-existing knowledge. Instruction goes from simple to complex. Controls learning outcome for all students.

ABCD (audience, behavior, condition, degree) ex.Students (A) answer correctly (B) 90% (D) of the questions on a post test after completing unit (C). Assessment matches objectives. || //Active learning:// provide learners with problems that can be solved in many different ways //Authentic learning//: simulate real world, in context, teaching the process that experts use to handle complex tasks (instead of teaching history, you teach how to think like historians) //Multiple perspectives//: present alternative views, multiple representations of knowledge: multimedia, internet, virtual reality Collaborative learning: to compare multiple views, justify own thinking || Pre-specified content designed to achieve objectives, divided up into smaller objectives and tasks || Not all learners benefit from this freedom ||  ||
 * **Constructivist approach** || **Systems approach** ||
 * Bottom up || Top down ||
 * Knowledge is actively constructed by individual learner, personal view of reality, different learners learn different things, consider prior knowledge || Instruction is imposed on all learners, all learners learn the same thing ||
 * **Analysis:** instructional content cannot be pre-specified, they prefer natural learning environment where knowledge exist, instructional goal evolve naturally during the process, setting goals impossible || Designer analyses learner, content instruction and set goals and objectives
 * **Development:** create instructional environment (student-centered, collaborative, scaffold, authentic) real examples, reflection, multiple perspectives, modeling, problem-solving
 * Evaluation: examines the thinking process, ability to explain and defend views, assess own knowledge, multiple evaluators, assess knowledge construction in real world, measures learning gain not mastery || How well the goals were mastered ||
 * Issues: learners might construct wrong knowledge
 * Learning theory || Instructional design ||
 * Advanced learners || Beginner learners ||
 * Learner centered, authentic, realistic in context. || Pre-determined, constrained, sequential, criterion-referenced ||
 * || Easier to design, less expensive and faster ||