Skip to main content

1993 | Buch

Designing Environments for Constructive Learning

herausgegeben von: Thomas M. Duffy, Joost Lowyck, David H. Jonassen, Thomas M. Welsh

Verlag: Springer Berlin Heidelberg

Buchreihe : NATO ASI Series

insite
SUCHEN

Über dieses Buch

The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally we would like to thank the personnel at Indiana University for their help in assembling this book. Deborah Shaw prepared the index. We thank her for the skill and speed with which she was able to work.

Inhaltsverzeichnis

Frontmatter

Introduction

Introduction
Abstract
Education! A critical topic in virtually all the nations of the world. What do children need to know in a world where information is growing at such a tremendous rate? How do we help them become lifelong learners so that they can avoid having their understanding become outmoded in a few years?
Thomas M. Duffy, Joost Lowyck, David H. Jonassen, Thomas M. Welsh

Constructivist Learning Environments

Frontmatter
1. Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study
Abstract
Most instructional design efforts involve a minimum of four components; namely, a specification of (a) the goals to be met, (b) materials to be used, (c) teaching strategies to be employed and (d) items and procedures for assessment. These components seem to be important for any domain of instruction imaginable. Specific curricula involve specific values for each of the four components of instruction. Thus, curriculum designers often specify in great detail the goals, materials, teaching procedures and assessments. The strength of such well-specified efforts is that they make a complete curriculum package that is relatively easy to implement and evaluate. There is also a potential problem with such efforts. The more complete the specification of the values for each instructional component, the less inclined teachers may be to map into the unique features of particular students and communities.
Thomas M. Duffy, Joost Lowyck, David H. Jonassen, Thomas M. Welsh
2. Computer-Mediated Zones of Engagement in Learning
Abstract
Even the most casual observer of any activity that could be vaguely described as learning could not but be impressed with the social dynamics of the activity. The complex and intense interactions between teachers and pupils have defied any simple categorization but, however it is described, education cannot fail to be seen as entailing a special form of discussion; teachers and learners engage in a form of dialogue which is highly context bound, in that it relates at the very least to the social environment of classrooms, with all that that entails.
Harry McMahon, William O’Neill
3. The Creation of Effective Modern Learning Communities: Constructivism in Practice
Abstract
The following paper is, I suspect, unusual in two ways. Firstly I am essentially a practitioner, rather than a theoretician. I have come to research late in my career… intuitively my experience, first as Principal of a large English Comprehensive School and latterly as Director of an Educational Foundation, has led me into exploring Constructivism from practice rather than theory. Secondly my current research requires me to express theory and research findings in ways which are comprehensible and, dare I say it, inspirational to lay audiences.
John Abbott
4. Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning
Abstract
Apprenticeship is one of the earliest forms of learning by doing, where a student learns a task, such as weaving, masonry, or even thinking under the tutelage of an expert. Skill and knowledge development in apprenticeship can cross several disciplines, but is always set in the context of the authentic activity of solving the larger task at hand. A skill like masonry, therefore, may require knowledge of some aspects of geology, geometry, basic mathematics, structural engineering, etc. Similarly, the development of logical thought by Plato’s students was always set in the context of the larger philosophical debate and in developing rhetorical skills. Thus the larger task, the construction task, provides an organizing and unifying role and a purpose for learning.
Peter C. Honebein, Thomas M. Duffy, Barry J. Fishman
5. A Logo-Based Tool-Kit and Computer Coach to Support the Development of General Thinking Skills
Abstract
One of the major arguments for teaching pupils to program in Logo is the claim that this experience results in the acquisition of general thinking skills. However, research concerning this “cognitive-effects hypothesis” has shown that Logo as such does not lead to the spontaneous development of general thinking skills; this can only be obtained if Logo is embedded in a powerful teaching-learning environment aimed at the acquisition and transfer of those skills. These findings have led us to address the following research question: Is it desirable to build a part of the instructional support into the computer system? In order to study this issue, we developed a Logo-based tool-kit and computer coach that supports the acquisition of a Logo programming strategy, including planning and debugging skills. In this contribution we present the theoretical and empirical background and the design of this computer system.
Erik De Corte, Lieven Verschaffel, Hilde Schrooten, Hendrik Olivie, Antoon Vansina
6. Components of Constructivist Learning Environments for Professional Development
Abstract
The constructivist perspective, especially the emphasis on situating cognitions (Brown, Collins, & Duguid, 1989) and of helping learner’s to manage cognitively complex environments (Spiro, 1988), is at the core of what we call the “Strategic Teaching Framework” (STF). STF is a conceptual framework for designing and evaluating learning environments, developed by the North Central Regional Educational Laboratory (NCREL). From this framework we are developing a wide range of professional development opportunities that incorporate in various combinations print, audio tape, video tape, computer, laserdisk, satellite broadcast, as well as other technologies. The underlying philosophy of STF is the belief that excellence in education is achieved by practitioners who are strategic in their actions. This means that they make decisions in and design instruction for their teaching/leaning contexts based on what is known about teaching and learning.
Beau Fly Jones, Randy A. Knuth, Thomas M. Duffy
7. Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction
Abstract
The research presented in this chapter discusses the use of technology as a medium within the ecology and organization of a second to sixth grade literacy curriculum in Rome and in Florence. This is an example of an epistemological approach to schooling which “argues that knowledge is not acquired as a collection of abstract entities but rather is constructed in the context of the environment in which it is encountered. Context is integral to understanding; meaning varies from context, and understanding is constructed through this experience. Essential to this view is the social nature of learning: people construct knowledge socially through collaboration (Duffy et al., 1993).” This new epistemology particularly underlines the role of social dimensions in cognition and the centrality of tool mediated actions (Zinchenko, 1985; Wertsch, 1990), i.e., of actions, even verbal ones, carried out by the participants, which are always mediated by tools, media and technology. In teaching, actions are more strictly dependent on the systems of signs (Vygotskij, 1934/1990) and methodologies which characterize different subject matters.
Clotilde Pontecorvo

Design Issues

Frontmatter
8. Tools for Constructivism
Abstract
Over the years, those laboring in the field of instructional design and development have drawn upon insights offered from a variety of theories of learning and cognition. Behavioral theories held sway for many years (as embodied, for example, in programmed instruction and computer managed drill and practice) and are only now being supplanted by cognitive information processing theories (e.g., levels of processing, schema theory, production systems, metacognition). More recently, a variation of cognitive information processing theory has begun to attract attention — connectionism (see Bereiter, 1991).
Randy A. Knuth, Donald J. Cunningham
9. A Constructivist Critique of the Assumptions of Instructional Design
Abstract
Any analysis of constructivism is difficult because there is a great range of ideas and a great variety of theoretical positions whose proponents call “constructivist”. The idea that is common to all these flavors of constructivism is that students construct knowledge for themselves. The divergence of opinion among constructivists arises from differences in perception of the instructional implications of this basic tenet. For some, knowledge construction requires little more than the addition of coaching or help systems to traditional instructional strategies. For others who take a more radical position, knowledge construction implies that each of us knows the world in a different way, that there is therefore no shared objective world to teach about, and that consequently instructional analysis and prescription make no difference to what and how students learn. I must also point out that there is great diversity in the opinions and theoretical stances of instructional designers. These range from hard-core behaviorism to a cognitive orientation which, adopting the same tenet of knowledge construction, coincides with the position of “moderate” constructivists, as Merrill (1991) has pointed out. Only at their extremes are the positions of constructivists and instructional designers truly adversarial.
William Winn
10. Transitions in the Theoretical Foundation of Instructional Design
Abstract
In the literature, it is generally agreed upon that the roots and theoretical base of Instructional Design (I.D.) can be found in behaviorism (see Andrews & Goodson, 1981; Case & Bereiter, 1984; Merrill, Kowallis & Wilson, 1981; Jonassen, 1990; Spencer, 1988). I.D. originates from the endeavors of behavioristic learning psychologists, like Skinner (1954) and Pressey (1960) to make instruction more controllable, efficient and effective by applying behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.
Joost Lowyck, Jan Elen
11. A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education
Abstract
In this book on designing constructivist learning environments, we offer a conception of why and how these environments should be used in higher education.
David Jonassen, Terry Mayes, Ray McAleese
12. Toward a Cognitive Ergonomics of Educational Technology
Abstract
The unimportant and often negative results of the introduction of technology into various educational settings are mainly due to scarce consideration given to a realistic and cognitively based epistemology of learning and to an analysis of educative settings in which technology should be inserted and used. I will explain these points briefly.
Cristina Zucchermaglio
13. Varied Levels of Support for Constructive Activity in Hypermedia-Based Learning Environments
Abstract
Although we are not confirmed constructivists, our experience as researchers, practitioners, and teachers of instructional design and hypermedia has made us very aware of the limitations of conventional instructional development paradigms for creating hypermedia-based educational products.
Brockenbrough S. Allen, Robert P. Hoffman
14. Constructive Learning: The Role of the Learner
Abstract
In long term memory there are, we think, three kinds of memory representations: semantic, episodic and action representations (see Boekaerts, 1987). Semantic representations refer to concepts and principles with their defining characteristics (like a bird is an animal with feathers). Episodic representations are based on personal, situated and affective experiences with instances of the concepts and principles (like I love my little bird). Action representations refer to the things one can do with the semantic and episodic information: solving certain kinds of problems, using the knowledge (like birds can bring over messages).
P. Robert-Jan Simons
15. Transfer of Learning from a Constructivist Perspective
Abstract
According to Resnick (1989, p. 8) transfer of learning is the holy grail of educators — everyone is in search of it, but researchers hoping to find it have been dissappointed after every new experiment or reform program to date. In her research survey, Resnick (Resnick, 1991) is obviously sceptical of the idea that traditional transfer research will be able to solve the educational, or rather, instructional problem of teaching widely applicable knowledge and skills. A major feature of the grail’s myth is, in Resnick’s opinion, the commonly held conception among educators and cognitive scientists that skills and knowledge are represented in a person independent of the contexts in which they have been acquired, thus enabling the person to apply acquired knowledge regardless of the situation.
Manfred Prenzel, Heinz Mandl
16. Academic Understanding and Contexts to Enhance It: A Perspective from Research on Student Learning
Abstract
The theme of this volume is The Design of Constructivist Learning Environments. To begin, we need to explore why we might need such environments in education, and then to identify research findings which might guide the establishment of such environments. Nancy Cole (1990) has recently criticized schooling in the USA for overemphasizing the acquistion of knowledge and basic skills to the detriment of higher-order skills and advanced knowledge. She comments: Students can repeat science facts and principles, but in explanations of events, they fail to use them. They also fail to use them in new, relevant, problem situations.… Conceptions of educational achievement — how we view and characterize achievement — affect what teachers teach and how they teach it.… Present conceptions of educational achievement as basic skills and facts tend to focus attention on the shortterm goals of schooling.… We must have conceptions … that help us attend to the long-term goals (with) some flavour of the higher-order skills and advanced knowledge. …We have under-emphasized (both) the associative uses of schooling (increasing the web of associations students have) and the interpretive uses (translation of ideas, giving meanings). (pp. 2, 4, 6)
Noel Entwistle, Abigail Entwistle, Hilary Tait
Backmatter
Metadaten
Titel
Designing Environments for Constructive Learning
herausgegeben von
Thomas M. Duffy
Joost Lowyck
David H. Jonassen
Thomas M. Welsh
Copyright-Jahr
1993
Verlag
Springer Berlin Heidelberg
Electronic ISBN
978-3-642-78069-1
Print ISBN
978-3-642-78071-4
DOI
https://doi.org/10.1007/978-3-642-78069-1