Constructivism is a learning theory and not an instructional-design theory, note the authors, raising the question of how instructional designers are supposed to design for it. The authors offer an approach that favours "a more pragmatic approach that focuses on the principles of moderate - rather than extreme - constructivism and makes use of emergent technology tools," surveying active learning, authentic learning, multiple perspectives and collaborative learning. If you're looking for some tools, then beyond a reference to Jonassen the authors leave the reader disappointed. But the paper at least frames the question. PDF. More papers from this issue of Educational Technology & Society.
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