CONSTRUCTIVISM A Model for Designing Constructivist Learning Environments

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<ul><li><p>CONSTRUCTIVISM</p><p> A Model for Designing Constructivist Learning Environments </p></li><li><p>A. AssumptionsKnowledge 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</p></li><li><p>B. Learning Goals interpret and solve the problems complete the projects answer the questions resolve the issues</p></li><li><p>C. Essential ComponentsQuestion/Case/Problem/ProjectRelated CasesInformation ResourcesCognitive ToolsConversation and Collaboration ToolsSocial-contextual Support</p></li><li><p>C.a The ProblemThe problem drives the learning. * problem context * problem representation * problem manipulation space</p></li><li><p>C.b Related Casesassist learners in understanding the issues implicit in the problem representation # scaffolding memory # representing complexity</p></li><li><p>C.c Information Resourcessupport learners to construct the mental models and formulate hypotheses ~ text documents ~ graphics ~ video </p></li><li><p>C.d Cognitive Toolsintellectual devices to visualize, organize, automate or supplant information processing &lt; modeling tools &lt; dynamic tools &lt; generic tools</p></li><li><p>C.e Conversation and Collaboration Toolsaccess 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</p></li><li><p>C.f Social-contextual Supporttrain teachers and students to accommodate contextual factors ^ CoVis Project</p></li><li><p>D. Instructional Supports Coaching Modeling Scaffolding</p></li><li><p>D.1 Modelingprovide learners with an example of the desired performanceHow Do I Do This? ~ Behavioral Modeling ~ Cognitive Modeling</p></li><li><p>D.2 Coachingmotivate learners, analyze their performance, provide feedback, provoke reflection and articulation of what was learnedHow Am I Doing?</p></li><li><p>D.3 Scaffoldingprovide temporary frameworks to support learning and student performance beyond their capacitiesHelp Me Do This?</p></li><li><p>E. DiscussionsPhilosophical AssumptionsImpediments to LearningEvaluations</p></li></ul>