PowerPoint Presentation

Tanisha PeterkinMengyuan Suo

THEORY

The constructivist theory assumes learners constructs their knowledge into meaning and are not empty vessels. This construction of knowledge does not necessarily have to correspond to external reality.

Learning Goals includes:learning goals should be conducted in the context of meaningful activitiesKnowledge must develop and continue to change with the knowledge of the learnerLearning is a continuous, lifelong process

Example: Usually the way that students were taught to write an essay or a paper was to use a thesis paragraph, three body paragraphs, and a conclusion paragraph and that was the only right way to write a paper. Based on constructivism, students will be asked to write in the format which they think could best explain their ideas. And they will compare their own format with the classical one and find out if their formats are doing better in presenting logically, and what they need to modify.

CONDITIONS OF LEARNINGComplex and Relevant learning environmentsIntegrate complex problem in the learning environment so learners can develop problem solving skills to construct better model when situations occurs that identify inconsistencies in their current models. Social NegotiationCollaboration among peers through knowledge sharing which allows the group to produce a solution which would not have been possible working individually.

Multiple Perspective and Multiple Modes of LearningEmphasizes multiple perspectives by reorganizing materials for different purposes as well as allowing the learner to view information with multiple sensory modes such as visual, auditory and tactile enables more information to be received.

CONDITIONS OF LEARNINGOwnership in LearningLearning is studentcentered where the learner is actively involved in what, when and how learning will occur. Therefore the learner determines their own learning needs and how best those needs are satisfied. Self-Awareness of Knowledge ConstructionThe ability of students to be aware of their own role in knowledge construction, in doing this learners come to realize how their assumptions influences their knowledge and may explore alternate set of assumptions.

Example:An elementary school teacher presents a class problem to measure the length of the playground of school. Rather than starting the problem by introducing the ruler, the teacher allows students to reflect and to construct their own methods of measurement. One student offers the knowledge that his father said he is four feet tall. Another says she knows horses are measured in "hands". The students discuss these and other methods they have heard about, and decide on one to apply to the problem.

METHODS OF INSTRUCTIONMicroworlds and Hypermedia DesignsSmall, but complete subsets of real environments that promote discovery and exploration, design influence by research on mental models, offer a point of entry that matches the learners cognitive ideas.

Collaborative Learning and Problem Scaffolding Technology can facilitate, augment and even redefine interactions among members of a work group. (computer supported collaborative learning (CSCL) such as blogs, wikis)

METHODS OF INSTRUCTIONGoal Based Scenarios and Problem-Based LearningPresent a clear and concrete goal to be achieved and provide a task environment where learners learn and practice target skills (designing a car, starting a business, eradicating a disease)

Software Shells and Course Management ToolsLargely empty of content providing instead functions that can be readily adapted to the users intended application. Example: Bubble Dialogue- students create conversations among comic strip characters, including thoughts that would not be said out loud, have opportunity to express personal (and sometimes nave) views of the world, contemplate multiple perspectives