Constructivism Radical Pedagogy USING CONSTRUCTIVISM IN TECHNOLOGYMEDIATED LEARNING

Constructivism Radical Pedagogy USING CONSTRUCTIVISM IN TECHNOLOGY-MEDIATED LEARNING: CONSTRUCTING ORDER OUT OF CHAOS IN THE LITERATURE LISA OTTO LTEC 6220 THEORY OF LEARNING TECHNOLOGY IMPLEMENTATION

Articles Intent �Bring order out of chaos on the literature on constructivism learning theories Variety of positions of constructivism � Position 1 Knowledge construction is subjective versus objective � Position 2 Knowledge construction is a social versus individual process

Introduction �Educational Barriers �Successful Technology Mediated Learning

Post-Secondary Education: Barriers �Higher education pressures Increasing learner expectations Improve access �Remove constraints Time Place Situation

Post-Secondary Education: Barriers � Lack of interpersonal interaction is linked to development of higher order thinking � Technology could not provide interpersonal interaction �Reluctance to adopt technology because it could not Small Group Discussion Socratic Dialogue Case Studies Problem Based Learning Collaborativ e Learning Brainstorming Debriefing

Communication Technologies: New �Example Computer mediated conferencing �Advantages Cost effective Easily accessible Support higher order thinking skills �Educational strategy Integrate communication and instructional technologies into teaching programs

Success of Technology-Mediated Learning What are the factors promoting successful technologymediated learning activities that facilitate higher order thinking skills? 1. Educational approach to design to delivery to selection to utilization of appropriate & effective technologies to support structure to maintain and sustain learning transactions

Success of Technology-Mediated Learning What are the factors promoting successful technologymediated learning activities that facilitate higher order thinking skills? 2. Philosophical position How educators view teaching, learning, knowledge, and use of technology � Guides decision making

Success of Technology-Mediated Learning What are the factors promoting successful technologymediated learning activities that facilitate higher order thinking skills? 3. Determination of philosophical position about the use of technologies Educator clarifies philosophical position Educator verbalized philosophical position Understand what they are doing and why

Instructivism versus Constructivism Philosophical Position Determination

Philosophical Orientation Instructional Technology: Instructivism �Objectivism �Systems view �Believe in using an instructional systems design model Systematically identifies what is to be taught Determine how it will be taught Evaluate the instruction for effectiveness �Focus What is to be learned What must be known prior to the learning transaction

Philosophical Orientation Instructional Technology: Instructivism �Identify objectives �Progressively sequence objectives from lower to higher order learning Spiral �Direct learning activities on the skills to be learned and presented �Equitable learner assessment Evaluation tools that measure behaviors in the stated objectives � Revision success of instruction to be more effective promoting learner

Instructivist �Systematic �Organized Systems Approach Evaluation Instruments

Philosophical Orientation Instructional Technology: Constructivism �Rooted in insights of Socrates Believed basic conditions for learning are in the cognition of the individual �Primary influence Piaget’s theory of intellectual growth Thought/belief that the process of conceptual change is interactions between existing cognitive structures and new experience

Philosophical Orientation Instructional Technology: Constructivism �What are constructivism learning theories? Philosophy that tries to understand how knowledge is constructed �Constructivism theorist ask: What does it mean to know something? How do we come to know it? How does this knowledge influence our thinking?

Philosophical Orientation Instructional Technology: Constructivism �Constructivist Beliefs Learning is not systematic Knowledge is constructed socially using language Everyone has different social experiences resulting in multiple realities THEN--- constructing knowledge is a sociolinguistic process resulting in gradual advancement of understanding � Understanding is built upon previous knowledge

Philosophical Orientation Instructional Technology: Constructivism �Constructivist Beliefs Educators must accept that learners will NOT understand new information in the same way Learners require different experiences to advance learning �Educators responsibility Bring prior knowledge to the forefront to facilitate application of current understanding to new situations in order to construct new knowledge Understand learners current perspectives Implement learning activities with real world relevance for each learner

Disagreement!! �Constructivists view of instructivism It is a quick fix to the gap of what is and what should be Soundness is determined by academic approval through the instructional design model Reduces the need for educators to think critically instead of facing the complexities of an ill-structured world The reality of ambiguous, complex, and changing world is discounted �Constructivist believe that learning activities must be presented in an ill-structured way reflecting the complexity of the changing world

Significance of the Study �Many labels are used to describe the consistent ideas present in many constructivist positions �Literature represents constructivism in many ways 1. 2. 3. A set of instructional strategies Learning theory Philosophy- way to understand the world and environment

Method �The literature review identified Noteworthy writings on constructivism � Information about the use of constructivism for technologymediated learning Results of past studies Discrepancies in past studies of educational technology and constructivism Synthesizes diverse sources � Explains findings � Integrates findings � Recommendations for the design of instructional activities based on constructivism

Article Focus �Constructivism Major forms of constructivism fall along 2 continuums

Literature Review �Constructivism dimensions Objective 1 st dimension � Understanding of reality as being on a continuum with objective at one end and subjective at the other end Understanding of Reality Subjective

Literature Review �Constructivism dimensions 2 nd Dimension � Construction of knowledge as being on a continuum with socially constructed at one end and individually constructed at the other end Socially Constructed Individually Constructed Knowledge Construction

Constructivism dimensions

Cognitive Constructivism �View of learning Knowing is an actively constructed individual thought process �Assumptions Learners construct knowledge through integration of internal contraindications which result from interaction with the environment � Learners construct knowledge by understanding phenomena that have direct teleological development resulting in improved knowledge

Cognitive Constructivism 1. 2. 3. 4. 5. Learner constructs new knowledge based upon current knowledge Ongoing process Knowledge continually builds upon what is already learned Promotes better understanding of the learner’s external world Dynamic and successive process FOCUS: Learner interactions with environment where discourse or exchange of ideas occurs resulting in an understanding of inadequate & inconsistent understandings External reality the learner strives to understand

Cognitive Constructivism Implications for Practice �Internal contraindications instigate the construction of knowledge Conflict and puzzlement determine the organization and nature of what is learned � Challenge the learner to construct better models and think about alternative models � Design learning environments that challenge the learner Compare and contrast 2 opposing positions �Role of the educator Catalyst

Cognitive Constructivism Implications for Practice �Instructional conditions Educators know the learners naïve model Opportunities provided for real or simulated dialogue in which inconsistencies are revealed �Teaching strategies Argumentation � Heterogeneous group to instigate internal conflicts Debate Case studies Group/Individual summarizing Interaction with peers at different ability levels Reflection � Learning content � Learning process

Radical Constructivism �Reality is ONLY a: Speculation Supposition Hypothetical position �Reality is an individual’s opinion �There is NO shared reality

Radical Constructivism �Knowledge is constructed based on the environment and experiences � 2 people NEVER form the exact same understanding of reality Each person will NEVER have the exact same environment or experiences �Knowledge is NOT permanent or fixed �Knowledge is constructed individually through experiences in a particular context �Understandings are embedded in experiences

Radical Constructivism �Knowledge is based on individual constructions not tied to ANY external reality Knowledge is whatever the knower says it is Experiences determine reality �If knowledge is constructed individually THEN There is no objective reality Our Experiences form our reality

Radical Constructivism �Our experiences determine our reality �There are numerous ways to structure our world �There are many realities or meanings for any event or concept �There is NO one correct meaning that we strive for �There is NO objective reality that exist independent of our thoughts �Reality is personally constructed and personal experiences determine reality!!

Radical Constructivism Implications for Practice �Impossible to predict learning outcomes There is no objective reality in which to construct the objectives Without an objective reality there is nothing the instructors can do that will influence the understanding o learners �Teaching Few specific guidelines � Do not impose a specific way for the learner to learn Absurd to say � Support what the learner decides to do nothing educators � Accept diversity of understands do influence & � Learner decides what and how to learn facilitate knowledge construction

Radical Constructivism Implications for Practice �Teaching strategies Authentic with unplanned instructional responses � Cognitive apprenticeship model � Collaborative problem solving Learner takes ownership of their learning � Learning activities promote the learner's thinking about thinking and knowledge about their own learning processes or metacognition Encourages learners to understand multiple perspectives � Generate multiple perspectives � Evaluate multiple perspectives � Perform task from alternate perspectives

Radical Constructivism Implications for Practice �Teaching strategies Learners must not only problem solve but problem set � Identify the problem � Choose the problem � Define the problem � Learners must learn: The Learning process involves finding the problem at least as much as it involves solving the problem Think critically Think strategically Solve problems in a world with diverse context

Radical Constructivism Implications for Practice �Teaching strategies Content sequences � Progression from simple to complex � Variety of context until the learner is functional in the authentic environment

Situated Constructivism �We know what is real but not with certainty We impose our own realities on the world instead of an external reality that is imposed on us There is not a correct meaning for an event or concept � Numerous ways to structure the world � Numerous meaning � Numerous perspectives �World is comprised of: Complex environment Ill-structured environments No reality in any absolute way

Situated Constructivism �Construction of knowledge Meaning emanates from the patterns of individual and social experiences that occur over time � Contextual � Situated � Continually change synthesis Nothing to do with truth validation Knowledge is constructed as a social process NOT individual process

Situated Constructivism �People use observed social patterns over time to interpret events, objects, and perspectives in our environment and construct knowledge People interpret their unique social interactions Over time patterns emerge Individual interpretations of the patters over time is how people construct knowledge or learn �Knowledge is grounded in experience �Experience is central to the understanding of knowledge and ability to use knowledge �Knowledge construction thus involves examining and understanding the experience

Situated Constructivism Implications for Practice �Focus is the students need to create interpretations and actively struggle with a variety of opposing understandings �Belief that conflict should be deferred �Invites learners to just learn a new way of thinking about a phenomena �Once the new way is consolidated then the instruction explores relationships between the naïve model and the new knowledge

Situated Constructivism Implications for Practice �Teaching strategies �Collaborative problem solving skills �Advanced knowledge acquisition in ill-structured domains �Learner must use their knowledge in a manner that is flexible �Determine the most useful ways of constructing situational and contextual understandings �Exploring multiple and contradictory perspectives �Problem solving process

Co-Constructivism �Most prevalent form of constructivism �View emphasizes the influence of culture and social context Groups of people functioning together are essential to constructing knowledge in this view Knowledge construction is a socio-linguistic process � Dependent on content and culture where it occurs Learner test ideas on other and persuade others of the virtue of their thinking or the learner is persuaded by the virtue of the thinking of others

Co-Constructivism Implications for Practice �Few specific guidelines Understanding occurs through interaction with others Learners must engage in generative learning activities, not passive learning �Strategies �Argumentation �Reflection �Discussions �Cooperative learning Groups learning with critical dialog hat encouraged understanding

Article Discussion �All positions on constructivism agree Teaching is not viewed as the transmission of knowledge to the unenlightened from the enlightened The learning process is not teacher center Student is not a receptacle of information Focus is not content �Educator role in constructivism Guide Educators create conditions within which the learning can take place Leaners do not understand new information in the same way Learners need different experiences

Strategy: Debate Method �Instructional method �Facilitates articulation of thoughts and argumentation through the use of language Increases learner: � Confidence � Ability to express view points � Development of organization

Strategy: Case Method �Case studies Provide enhanced learning through examination of real life situations � Raises issues important for learners to consider � Information provided about simulated or real situation � Learners respond to predetermined questions Case design � Prompts a questioning of learner assumptions � Learners examine these assumptions through Interactions with others Self-reflections

Strategy: Case Method � Writing case studies Select objectives Provide background � Clear description of actual problems � 1 major problem � Environmental information � Case participants � Resources available � Time frames Relevant information � Social context � Cultural backgrounds Development of discussion questions � Helpful hints Choose facts/events that are recognizable 4 characters at most Be clear and concise Brief dialogues Introduce key characters � Early introductions � Link to the problem Provide social organizational content Concluding sentence points out a need for an action

Strategy: Case Method �Technology-mediated learning environments Web Paper �Consider the class developing the case NOT the instructor �Individual learners should read the case study �The case study should be presented to the class prior to the discussion �Group students in heterogeneous groups to discuss various points of view �Learners present findings, opinions, and beliefs to the class �Learners respond to findings, opinions, and beliefs shared

Strategy: Case Method �Asynchronous groups such as online learning environment Divide class into small groups Allow approximately 1 week for discussion Each small group should provide a summary of findings, opinions, and beliefs presented to the class Provide an opportunity for class participants to respond to the summaries �Strategies Role play �Facilitates an understanding that knowledge is contextually and culturally situated

Strategy: Brain Storming �Instructional method Group problem solving technique �Use Channel a groups collective though Best group size <8 Identify one recorder Group spontaneously contributes ideas �Desired outcomes New solutions Inspire collective creativity Effect group synergy Supports constructivism learning principles of collaboration Shared understandings are negotiated using a socio-linguistic process

Conclusion �If learning is a process of actively constructing knowledge Using language Based on past experiences THEN the following are required: Content-rich, long-term learning environments with tools that enhance communication and access to instructional methods providing real-world examples Learning task reflecting complexity of the real world in which the learner will function

Reference �Kanuka, H. , Anderson, A. (1999). Radical Pedagogy. Using Constructivism in Technology-Mediated Learning: Constructing Order out of the Chaos in the Lieterature. Retrieved from http: //www. radicalpedagogy. org/Radical_Pedagogy /Using_Constructivism_in_Technology. Mediated_Learning__Constructing_Order_out_of_ the_Chaos_in_the_Literature. html