1. A Model for Designing Constructivist Learning Environments: Jonassen’s Model
IT 6110
Winter 2005
Dr. Diroff
■ Charles Chill ■ Dan Davenport ■ Susan Genden ■ Kenneth Gutman

2. Introduction
The four of us agreed to study Jonassen’s model, for our own individual reasons…
For Chuck – who is in ISD: it seemed interesting once we started discussing it.
For Dan – as a media specialist: he builds on what a learner already knows and connects them to the tools that can help them learn more. Constructivism makes sense to him.
For Ken – an educational administrator: he says he has always believed in Constructivism.
For Susan – an artist and educator with a humanistic psychology background: a focus on experiential/student centered approaches to learning makes sense.
Jonassen’s Model

3. Introduction
Susan developed the Powerpoint, and will introduce and wrap up this presentation.
Dan will be speaking to you about a comparison with the ADDIE Model and how it is cognitive.
Ken will discuss the Jonassen Model in terms of what it is and isn’t, what are some applications of this model, and what makes it unique.
Chuck will discuss what the field says about this model, what are its strengths and weaknesses.
Then we will have questions and finish up the following assignment together.
Jonassen’s Model

4. Assignment: Put Your Feedback into A Poem
One definition of a poem is: A composition in verse rather than in prose.
In Constructivist style: your assignment TONIGHT is to create a group poem about this model, and each person here will write one line for it.
After the slides, you will write down your line on an index card to add to the poem which we create together. Your line should include some comment about the presentation or model.
We’ll return to this later.
Jonassen’s Model

5. A Model for Designing Constructivist Learning Environments (Jonassen)
Jonassen’s Model

6. A Systems Approach? Is a set of interrelated parts
Is purposeful – (components working toward one common goal)
Is organized
Is hierarchical
Jonassen’s Model

7. A Systems Approach? – continued
Is governed by processes
Is cyclical (the system can be seen as a cycle of events)
Is self regulating (using feedback the system adjusts/regulates itself)
Yes, Jonassen’s Model reflects a systems approach
Jonassen’s Model

8. What is the Correlation with ADDIE?
"...in constructivism the point is not to precisely transfer knowledge from the instructor to a group of learners but to facilitate the individual learner's ability to build on and extend existing knowledge within a given domain..."
- Bill Brandon
Jonassen’s Model

9. Correlation with ADDIE?
Jonassen Model
Steps 1-3
Analysis – define WHAT is to be learned
Design – Specify HOW it is to be learned
Jonassen’s Model

10. Correlation with ADDIE?
Jonassen Model
Development –
Process of authoring & producing materials
Implementation – Process of installing the project
Steps 4-6 and A, B, C
Jonassen’s Model

11. Correlation with ADDIE?
Jonassen Model
Evaluation –
Process of determining the impact of instruction
Meaningful learning
Jonassen’s Model

12. Constructivism Is and Isn’t…
Constructivism isn't an approach to learning that can be outlined in a flowchart and applied the same way to all learning, over and over;
Constructivism is about how individuals create meaning and knowledge, by extending and modifying current personal knowledge and skills; and
Constructivism is not a specific approach to design — it's a way of thinking about design.
- Bill Brandon
Jonassen’s Model

13. Type of Model: Constructivist
Great emphasis on learning environment
Knowledge is constructed
New information is interpreted in the context of the learner’s own experiences
Meaning can be different for every learner
The emphasis is on the learner’s role in knowledge construction
Jonassen’s Model

14. Assessment of Learner Characteristics
1.1 Problem context—the essential part of the problem
6 Social/Contextual Support– accommodate environmental and contextual factors affecting successful implementation
Assessment of learner characteristics is INTEGRAL
to this model owing to its constructivist roots
Jonassen’s Model

15. Real World Applications
In school
Authentic instruction
Authentic assessment
Cooperative learning
Problem based learning
Jonassen’s Model

16. Real World Applications
Simulations (NASA?)
Socratic dialogue
Microworld
(simulated version of real-world task environment)
Jonassen’s Model

17. What Makes this Model Unique?
Constructivist models are inherently different
There is a lack of rigidity/adherence to specific learning principles
Jonassen’s Model

18. What Makes this Model Unique?
Modeling, coaching, and scaffolding support the learner
Modeling exists in two forms:
behavioral modeling of the overt performance and
cognitive modeling of the covert cognitive processes
Jonassen’s Model

19. What Makes this Model Unique?
Coaching is a process of motivating learners, analyzing their performance, and providing feedback on the performance. It helps regulate the learner's development of key skills [motivate, provoke, perturb].
Scaffolding is a systematic approach to support the learner [ZPD, restructure task, provide alternative assessment].
Jonassen’s Model

20. What Makes this Model Unique?
The focus is on the learner
above all else
Jonassen’s Model

21. What Does the Field Say?
Important to provide students with authentic experiences
Students should be engaged in cognitive processes that reflect the real world counterpart
Activity is not inherently authentic, but authentic in relation to some other activity
Jonassen’s Model

22. Why Choose Jonassen’s Model?
Mutual interest in Constructivism
Respected model
Interesting layout
Jonassen’s Model

23. Strengths of Jonassen’s Model
Provides a framework for supporting learners as they work on their own design problems
Emphasizes hands-on problem solving
Promotes using curricula customized to the students' prior knowledge
Jonassen’s Model

24. Weaknesses of Jonassen’s Model
Need access to:
Information
Tools
Related Cases
Software
Support
Jonassen’s Model

25. Weaknesses of Jonassen’s Model
Smith and Ragan say a danger with Constructivism would be in eliminating statements of goals and objectives
This could result in “activity for activity's sake” where only trivial learning takes place and not enough consideration is given to the goal

26. Questions Are there any other questions?
WAIT! We’re not quite done yet!
Jonassen’s Model

27. Finish the Poem with Feedback
Take a minute to finish your line of poetry, write it on your index card. Each card is numbered with the order in which it will be read.
For example….
Susan’s line might read: “ I will give this poem a start, …”
Each person is to read their part of the poem
OR, collect index cards and read later in class (depending on time)
Also, how is this exercise an example of Jonassen’s Constructivist Model?
Jonassen’s Model

28. Thank you!
We thank you for participating