Ebook: Designing Environments for Constructive Learning

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.

---

This book focuses on constructivist pedagogy and the implications of that pedagogy for the principles and strategies of instructional design and for the use of technology in instruction. A constructivist pedagogy emphasizes the "situatedness" of learning. There is always a reason for learning; learning is a tool for accomplishing something else. Our understanding of a concept is based on the context in which it is experienced. Most importantly, that context involves the larger framework orpurpose for engaging in a task. In the first half of this book the authors describe constructivist learning environments and the particular theoretical framework in which they are embedded. The second half of the book focuses on instructional design principles to bederived from constructivism, the implications for the practice of instructional design, including principles for design, and the practical issues of implementing constructivist learning environments.

---

This book focuses on constructivist pedagogy and the implications of that pedagogy for the principles and strategies of instructional design and for the use of technology in instruction. A constructivist pedagogy emphasizes the "situatedness" of learning. There is always a reason for learning; learning is a tool for accomplishing something else. Our understanding of a concept is based on the context in which it is experienced. Most importantly, that context involves the larger framework orpurpose for engaging in a task. In the first half of this book the authors describe constructivist learning environments and the particular theoretical framework in which they are embedded. The second half of the book focuses on instructional design principles to bederived from constructivism, the implications for the practice of instructional design, including principles for design, and the practical issues of implementing constructivist learning environments.
Content:
Front Matter....Pages I-VIII
Introduction....Pages 1-5
Front Matter....Pages 7-7
Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study....Pages 9-36
Computer-Mediated Zones of Engagement in Learning....Pages 37-57
The Creation of Effective Modern Learning Communities: Constructivism in Practice....Pages 59-85
Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning....Pages 87-108
A Logo-Based Tool-Kit and Computer Coach to Support the Development of General Thinking Skills....Pages 109-124
Components of Constructivist Learning Environments for Professional Development....Pages 125-137
Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction....Pages 139-160
Front Matter....Pages 161-161
Tools for Constructivism....Pages 163-188
A Constructivist Critique of the Assumptions of Instructional Design....Pages 189-212
Transitions in the Theoretical Foundation of Instructional Design....Pages 213-229
A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education....Pages 231-247
Toward a Cognitive Ergonomics of Educational Technology....Pages 249-260
Varied Levels of Support for Constructive Activity in Hypermedia-Based Learning Environments....Pages 261-290
Constructive Learning: The Role of the Learner....Pages 291-313
Transfer of Learning from a Constructivist Perspective....Pages 315-329
Academic Understanding and Contexts to Enhance It: A Perspective from Research on Student Learning....Pages 331-357
Back Matter....Pages 359-374

---

This book focuses on constructivist pedagogy and the implications of that pedagogy for the principles and strategies of instructional design and for the use of technology in instruction. A constructivist pedagogy emphasizes the "situatedness" of learning. There is always a reason for learning; learning is a tool for accomplishing something else. Our understanding of a concept is based on the context in which it is experienced. Most importantly, that context involves the larger framework orpurpose for engaging in a task. In the first half of this book the authors describe constructivist learning environments and the particular theoretical framework in which they are embedded. The second half of the book focuses on instructional design principles to bederived from constructivism, the implications for the practice of instructional design, including principles for design, and the practical issues of implementing constructivist learning environments.
Content:
Front Matter....Pages I-VIII
Introduction....Pages 1-5
Front Matter....Pages 7-7
Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study....Pages 9-36
Computer-Mediated Zones of Engagement in Learning....Pages 37-57
The Creation of Effective Modern Learning Communities: Constructivism in Practice....Pages 59-85
Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning....Pages 87-108
A Logo-Based Tool-Kit and Computer Coach to Support the Development of General Thinking Skills....Pages 109-124
Components of Constructivist Learning Environments for Professional Development....Pages 125-137
Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction....Pages 139-160
Front Matter....Pages 161-161
Tools for Constructivism....Pages 163-188
A Constructivist Critique of the Assumptions of Instructional Design....Pages 189-212
Transitions in the Theoretical Foundation of Instructional Design....Pages 213-229
A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education....Pages 231-247
Toward a Cognitive Ergonomics of Educational Technology....Pages 249-260
Varied Levels of Support for Constructive Activity in Hypermedia-Based Learning Environments....Pages 261-290
Constructive Learning: The Role of the Learner....Pages 291-313
Transfer of Learning from a Constructivist Perspective....Pages 315-329
Academic Understanding and Contexts to Enhance It: A Perspective from Research on Student Learning....Pages 331-357
Back Matter....Pages 359-374
....