government - instructional design csile

Detailed Description:

A CSILE is a computer supported intentional learning environment. It is an educational �knowledge media system� designed to support students as they intentionally process information (Scardamalia, 1989). Eleven principles rooted in recent cognitive research guide the design of this type of constructivist learning environment. These principles reflect the constructivist design principles and resulting implications described in the previous section. The implementation of these design principles creates a community of learners who collaborate and socially negotiate their knowledge constructions. �Computer-supported collaborative learning (CSCL) enhances team performance through tools for communicating each person�s ideas, structuring dialogue and decision making, recording rationales for choices, and facilitating collective activities� (Dede, 1996). Participants work together to build mental models that alter their knowledge constructions. Technological, �groupware� tools aid them in this process (Dede, 1996). It is a collaborative environment whereby novices and experts in the field of instructional design come together to exchange ideas and information, reflect, contribute to discussions, and work on an Instructional Design project. The learning medium is the World Wide Web.

All aspects of Instructional Design fall within the content area, including the design process (models of design), learning theories, instructional strategies, learning strategies, technological applications, and learning environments. The topic of Instructional Design is ideal for a constructivist learning environment because it is a domain that is ill-structured in nature.� Dabbagh et al (in press, 2000) suggest that ��instructional design (ISD) is a dynamic process of problem understanding and problem solution and therefore ISD is an ill-structured problem-solving process defined by context of the problem, the knowledge and skills of the instructional designer, and the quality of available resources. This suggests that ISD instruction should focus more on the problem attributes and not on the generality of the systems approach model with its context-free rules.�

Learning Outcomes:

The learner will be able to:

Make knowledge construction activities overt.
Set learning goals and pursue them independently.
Identify their own knowledge gaps.
Provide process relevant feedback to other participants and themselves.
Pose problems, confusions, insights, and critical judgments of information.
Revisit content in various ways.
Represent knowledge in various ways suited to their learning style and make those representations accessible to others.
Generate the content for the environment.
Reflect on their thinking and learning strategies.
Transfer knowledge across contexts.
Collaborate/contribute to others� learning.
Share resource materials and professional development information.(Scardamalia et al, 1989)