You come to a site where you here lots of voices. It seems they are talking about learning. You listen and start joining the conversation. At times, you pause and reflect on how this applies to your own learning.
Constructivism
Constructivists argue that people construct their own understanding and knowledge of a world based on their present and past experiences, as well as their reflections on these experiences. Constructivists emphasize the ways people create meaning and understanding for themselves based on situating new information into prior experiences.
Learners are key players in the construction of their own knowledge. When a learner encounters something new, they adapt it into their previous ideas and experiences by changing what they previously believed, fitting the new knowledge in with prior experiences, or by replacing old knowledge with new knowledge.
According to constructivists, learning is hands on, social and active, and occurs when situated in real-world activities. Rather than promoting and distributing objective 'truth,' social constructivism encourages learners in arrive at their own versions of the truth, which is influenced by the learner's cultural and social background and experiences. It is therefore important to take the background and culture of the learner into account. Collaboration also takes a large role in constructivism, particularly unstructured, student-led group work.
Through the constructivist approach, assessment is continuous throughout the learning process, and utilizes peer- and self-assessment as well as teacher-based summative and formative assessment.
Learners are key players in the construction of their own knowledge. When a learner encounters something new, they adapt it into their previous ideas and experiences by changing what they previously believed, fitting the new knowledge in with prior experiences, or by replacing old knowledge with new knowledge.
According to constructivists, learning is hands on, social and active, and occurs when situated in real-world activities. Rather than promoting and distributing objective 'truth,' social constructivism encourages learners in arrive at their own versions of the truth, which is influenced by the learner's cultural and social background and experiences. It is therefore important to take the background and culture of the learner into account. Collaboration also takes a large role in constructivism, particularly unstructured, student-led group work.
Through the constructivist approach, assessment is continuous throughout the learning process, and utilizes peer- and self-assessment as well as teacher-based summative and formative assessment.
Role of the Educator
Through constructivist theories, the role for the educator is to encourage students to constantly assess how the activity is helping them gain understanding through reflection, critical thinking and questioning. The educator acts more as a facilitator or learning coach than an instructor who distributes knowledge. Educators can help students solve problems through scaffolding to assist learners to achieve new levels of understanding in their Zone of Proximal Development. Educators fulfill their roles as learning mentors by sharing resources, scaffolding, asking questions, modelling and occasionally guiding discussion.
Role of the Learner
In the constructivist approach, the learner is at the center of the learning process. The learner is self-directed, creative and innovative. As the center of learning, the learner is responsible for their own learning process, with the educator acting as a facilitator. Learners are faced with new problems that allow them to apply and build their knowledge in first-hand experiences.
Role and Nature of Technology
Technology helps support online learning by facilitating group work and providing a platform to collaborate with others. Outside of formal online classes, technology also helps establish communities of practice through wikis, blogs, social networking sites, discussion boards, learning management systems, WebQuests, etc.
Limitations
- Students can encounter misconceptions or incomplete information if not property facilitated by educator
- Group work can lead to internal group problems, such as conflicts between member or some member doing most of the work while others free ride.
- The ideas and opinions of more dominant students can over power the ideas and opinions of less active students.
- The popularity of constructivism has led to many educators wishing to implement the theory without a full understanding of what the theory actually means. (Mayer, 2004)
Well, you're all talked out for the day. Constructivism seems pretty clear. What to do next?
- To particpate in online discussions click here
- To continue on your journey, click the BACK Button.
- If you've had enough, close the window.
- If you desire deeper knowledge, click on one of the links below in the references section. Make sure you have logged in to your UBC library to download.
References
Merrill, David. 1991. “Constructivism and instructional design.” Educational Technology, 31(5): 45–53.
Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.
Available online: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf
Von Glasersfeld, E. (2008). Learning as a Constructive Activity. AntiMatters, 2(3), 33-49.
Available online: http://anti-matters.org/articles/73/public/73-66-1-PB.pdf