CONSTRUCTIVISM A Model for Designing Constructivist Learning Environments

A. 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 Goals ¤ interpret and solve the problems ¤ complete the projects ¤ answer the questions ¤ resolve the issues

C. Essential Components aQuestion/Case/Problem/Project bRelated Cases cInformation Resources dCognitive Tools eConversation and Collaboration Tools fSocial-contextual Support

C.a The Problem ¶The problem drives the learning. * problem context * problem representation * problem manipulation space

C.b Related Cases ¶assist learners in understanding the issues implicit in the problem representation # scaffolding memory # representing complexity

C.c Information Resources *support learners to construct the mental models and formulate hypotheses ~ text documents ~ graphics ~ video

C.d Cognitive Tools ¶intellectual devices to visualize, organize, automate or supplant information processing < modeling tools < dynamic tools < generic tools

C.e Conversation and Collaboration Tools ¶access to shared information and shared knowledge building tools to help learners to collaboratively construct socially shared knowledge ¶ + Computer-Supported Intentional Learning Environment + Communities of Learners

C.f Social-contextual Support ¶train teachers and students to accommodate contextual factors ^ CoVis Project

D. Instructional Supports Coaching Modeling Scaffolding

D.1 Modeling §provide learners with an example of the desired performance §“How Do I Do This?” ~ Behavioral Modeling ~ Cognitive Modeling

D.2 Coaching §motivate learners, analyze their performance, provide feedback, provoke reflection and articulation of what was learned §“How Am I Doing?”

D.3 Scaffolding §provide temporary frameworks to support learning and student performance beyond their capacities §“Help Me Do This?”

E. Discussions ?Philosophical Assumptions ?Impediments to Learning ?Evaluations