1. 1 Constructivist learning spaces NLII focus session 9/9/04 Malcolm Brown, Dartmouth College Copyright Malcolm Brown, 2004. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

2. 2 learner-centered metacognitive factors self-regulating strategic thinking environmental factors motivational factors diagnostic assessment process assessment outcome assessment authentic assessment active learning authentic learning cognitive apprenticeship distributed intelligence inquiry-based learning intermediate cognitive processesprior knowledge problem-based learning uncoverage multiple modes of representation learning cycle model enculturation peer assessment metacognitive growth problematization of teaching scaffolding

3. 3 Constructivism Learning is active, not passive or receptive Act of reconciling new with the old Information is –transformed –organized –elaborated –“scaffold-ed”

4. 4 experimentwhere are the knights?

5. 5 where are the rooks?

6. 6 implications learning is an active process based on paradigms learner’s context is significant metacognitive: learning about learning

7. 7 knowledge of how people learn

8. 8 knowledge of how people learn technology enhanced individual vs. group skills based inquiry based lecture based

9. 9 knowledge of how people learn technology enhanced individual vs. group skills based inquiry based lecture based communication environments assessment opportunities electronic tools simulations oral written narrative videos modeling contextualized practice isolated drill and practice learning by design projects problems case studies self-study cooperative learning jigsaw learning From: How People Learn (expanded edition), p. 22

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14. 14 learning space implications Brooks, J., and M., In Search of Understanding: The Case for Constructivist Classrooms

15. 15 #1 Encouragement of student autonomy and initiative Classroom design implications –paired tables vs. fixed individual seats –mobile computing for the Geek chorus

16. 16 #2 Raw data and interactive tools and materials Classroom implications –Robust application suite for classroom use (e.g., graphing app, video editing app, image manipulation apps) –Robust communication tool suite (cross- platform, async & sync, material sharing) –Studio, modeling, and workshop space, physical and virtual

17. 17 #3 Active teaching vocabulary Analyze (apps) Create (media production equipment) Criticize (commenting tools) Debate (communication) Classify (note taking; access to past work)

18. 18 #4 Student response as input Real time polling Acoustic treatments Sight lines

19. 19 #8 Elaboration of student responses Post-it charts equivalents Virtual whiteboard Board capture and distribution

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23. 23 5 Students speak first 6 Multi-directional dialogue 7 Asking questions 9 Critical examination of initial hypotheses 10 Wait time after posing questions 11 Thinking time 12 5 e’s Learning cycle –Engage –Explore –Explain –Extend –Evaluate

24. 24 “The future of higher education lies outside the classroom.” Chronicle Higher Ed, circa 1999