Compare & Contrast Gov Online Learning Center vs. Soar Training Expert for Virtual Environments (STEVE) Crissy Clegg & Greta Ballard

2 STEVE Active Learning Students view & interact with virtual world. Coaching Steve intervenes at critical points in the instruction, providing help when needed.

3 STEVE Modeling Steve demonstrates how to perform certain tasks. Scaffolding Steve provides information when asked Collaboration Students grouped into teams.

4 Gov Online “Virtual Classroom” serves only as a menu Stated learning objectives not related to a problem

5 Gov Online The course content is pre-defined, no learner contribution Examples are provided by instruction, not learner

6 Gov Online Learner Assessment is in the form of a quiz Feedback is limited to Correct or Incorrect responses

7 Gov Online vs. STEVE Simplified Knowledge Learning Knowledge acquisition Memorization Knowledge Collaboration Knowledge Construction Metacognition Knowledge/Content

8 Gov Online vs. STEVE Instructor Directed Objectives Assessment through quizzes Instructor Directed Objectives Assessment through feedback Assessment

9 Gov Online vs. STEVE Step-by-step Instruction Procedural Steps of Problem Solving No apprenticeship learning Instruction as Manipulator Scaffolding Problem Solving Apprenticeship learning Instruction as Coach Strategies

10 Conclusion The Gov Online instruction is objectivist but has some minor constructivist attributes. –Ex. Students can decide to skip a section if they want. STEVE is mostly constructivist but does have some objectivist attributes. –Ex. There are right and wrong answers and STEVE will tell you if you are wrong.

11 Bibliography Duffy, T.M., Jonassen D.H. (1992). (Eds.) Constructivism and the technology of Instruction: A Conversation. Lawrence Erlbaum Associates. Jonassen, D., H. (1999). Designing constructivist learning environments. Duffy, T., & Cunningham, D. (1996). Constructivism: Implications for the design and delivery of instruction. Hannafin, M.J., Hannafin, K.M., Land, S. M., & Oliver, K. (1997). Grounded Practice and the Design of Constructivist Learning Environments.