Values, Practices and Teaching Steps

6 Core Values of Constructivism

  1. Learning outcomes depend not only on the learning environment but also on the knowledge of the learner
  2. Learning involves the construction of meanings. Meanings constructed by students from what they see or hear may not be those intended.
  3. The construction of meaning is a continuous and active process
  4. Meanings, once constructed, are evaluated and can be accepted or rejected
  5. Learners have the final responsibility for their learning
  6. There are patterns in the types of meanings students construct due to shared experiences with the physical world and though natural language (Matthews, 1994).

Best Practices or Guiding Principles in Constructivist E-Learning

Construction of Knowledge

  • use prior knowledge
  • explore problems, projects, questions, or issues
  • use information and discussion
  • can manipulate construct  or make a  decision
  • use hypermedia and multimedia to construct knowledge

Process, not product

  • plan goals and topics
  • develop new interpretations and perspectives
  • evaluate quality and quantity
  • do not have all relevant information
  • receive feedback and revision is anticipated

Multiple Perspectives

  • use discussion forums for social negotiation
  • collaborate
  • use a range of perspectives and points of view
  • use related cases that represent the real life

Situated Cognition

  • support question/issue based, case-based, project-based, or problem-based learning
  • problems are interesting, relevant and engaging
  • all the contextual factors that surround a problem are described
  • provide a physical simulation of the real-world task

Reflexive Cognition

  • students become self-regulatory, self mediated, and self-aware
  • instructors and learners examine personal beliefs, conceptions,and personal theories
  • learners articulate their inquiry based, problem solving process
  • learners are encouraged to think-ON action, and think-IN action

Cognitive Apprenticeship

  • training requires behavioural and cognitive modeling
  • coaching
  • scaffolding provides support

Process-based Evaluation

  • assessment evaluates learning outcomes
  • assessment of skills involves using the skills not describing the skills
  • learners assume responsibility for setting goals, strategies and monitoring
  • cognitive tools allow students to represent what they know in ways that are more highly structured and visual
  • multiple perspectives are included in assessment

Beers, M. & Wilson, M. (2002). Constructivist e-learning methodologies: A module                development guide. Prepared by the Learning Resource Unit, British Columbia           Institute of Technology.

Steps in Constructivist Teaching

  • Orientation – purpose and motivation for learning
  • Elicitation – clarify ideas or criteria for the topic
  • Restructuring Ideas – the HEART of the constructivist learning
    • Clarification and exchange: meaning and vocabulary clarified and expanded
    • Construction of new ideas: a variety of interpretations explored
    • Evaluation: of a variety of ideas
  • Application of ideas – use ideas in a variety of situations (new and old)
  • Review – reflect on how ideas have changed or developed (Matthews, 1994).

Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Rutledge Publisher.