The Problem

Action Items

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Project Proposal

CLE/PBL Paper

• Constructivism
  
• PBL as an Example of CLE
  
• Prototype as a PBL
  
• References
  

PBL Evaluation
Criteria

PBL Prototype

CLE Paper

Constructivism | PBL as an example of a CLE | Prototype as a PBL | References

Constructivism
What is constructivism?

According to Driscoll (1999), the theory of constructivism sits on the assumption that knowledge is constructed by learners while they try to make sense of their experiences. She also sees the learners not as empty vessels but instead as active learners. Jonassen (1991) states that constructivism is about how we collect and construct knowledge and how we construct this knowledge is based on perception and how we deal with the environment. As learners collect new information, there is a reorganization that takes place.

Honebein (1996) lists seven pedagogical goals of constructivist learning environments: provide experience with the knowledge construction process, provide experience in and appreciation for multiple perspectives, embed learning in realistic and relevant contexts, encourage ownership and voice in the learning process, embed learning in social experience, encourage the use of multiple modes of representation, and encourage self-awareness of hte knowledge construction process.

Ertmer and Newby (1993) indicate several assumptions or principles that have a direct connection or relevance to an instructional designer:

• An emphasis on the identification of the context in which the skills will be learned and subsequently applied
• An emphasis on learner control and the capability of the learner to manipulate information
• The need for information to be presented in a variety of different ways
• Supporting the use of problem-solving skills that allow learners to go "beyond the information given."
• Assessment focused on the transfer of knowledge and skills.

Control of learning switches from teacher-controlled to learner controlled. The faciliator in this constructivist environment is simply available to scaffold the student and bring the student to the zone of proximal development (Vygotsky, 1978).

PBL as an example of a CLE
What is problem based learning and how does it relate to being a CLE

Problem based learning has roots in medical school education and has evolved quite significantly in the last fifty years with utilization in different learning contexts. Barrows model (1985) that detail an approach to be followed that connect to problem based learning environments.

In short, problem based learning involves the presentation of an ill-defined problem, outfitted with incomplete information. Using problem based learning approach/model defined by Barrows (1985), it involves:

• Exposure to the problem
• Reasoning through the problem, identifying the needs of the learner, and identifying resources
• Self-study
• Application of new found knowledge
• Summary of what has been learned in the process

In Savery and Duffy's chapter of Wilson's book (1996), they propose eight instructional principles, derived from constructivism, that guide the design of problem based learning environments. They include the following: anchor all learning activities in a larger task or problem, support the learner in developing ownership of the overall problem or task, design of an authentic task, design the task and the learning environment to reflect the complexity of the environment they should be able to function in at the end of the learning, give the learner ownership of the process used to develop a solution, design the learning environment to support and challenge the learners' thinking, encourage testing ideas against alternative views and alternative contexts, and provide the opportunity for and support reflection on both the content learned and the learning process.

Prototype as a PBL

References

Barrows, H. (1985). How to design a problem-based curriculum for the preclinical years (chapter 1). Springer Publishing Company, Inc.: New York, New York.

Duffy, T. M. & Savery, J. R. (1996). Problem based learning: An instructional model and its constructivist framework. In B. Wilson (Ed.) Constructivist Learning Environments: Case Studies in Instructional Design, 135-146.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 65-66.

Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. In B. Wilson (Ed.) Constructivist Learning Environments: Case Studies in Instructional Design, 25-26.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press, 86.