ARTIFACT 2

Karla Reed
September 23, 2014
The Instructional Design Knowledge Base: Theory, Research and Practice
Richey et al.
Chapter 8
Knowledge is individually constructed and often unique to each person.
Key Assumptions of Constructivism
Knowledge is constructed from experience.
Learning results from a personal interpretation of knowledge.
Learning is an active process in which meaning is developed on the basis of experience. (p. 19)
Cognitive constructivism
Individual meaning-making
Social constructivism
Highlights role of social interactions in knowledge development
learning is collaborative with meaning negotiated from multiple perspectives
Acculturation
Constructivist Design Theory 3 Basic Principles
1.

Learning results from a personal interpretation of experience.

a. Self-knowledge: an awareness of how knowledge construction works, knowing how to know
b. Constructivist design involves creating environments and activities that are controlled by
learners, and controlling ones own knowledge and beliefs is the ultimate mission of a mature
learner.
c. Learners should not be passive and simply receive, memorize, and recall information; instead
they should be active by thinking, analyzing, understanding, and applying information

2.

Learning is an active process occurring in realistic and relevant situations.

a. Active learning from the constructivist point of view involves interacting with information at a
high level, elaborating upon this information, and interpreting it in light of ones previous
knowledge and experiences
b. Anchored instruction is situated in real-life contexts.
c. Authentic or situated learning are coherent, meaningful, and purposeful the ordinary
practices of the culture
d. Authentic learning activities then are built using everyday language, everyday problems, and
everyday situations.

3.

Learning results from an exploration of multiple perspectives.

a. Rich learning environment: encourages multiple learning styles and multiple representations of
knowledge from different conceptual and case perspectives; likely to have multiple
interpretations of the instructional content, and multiple sources of input.
b. Collaborative learning environment: allows learners to develop, compare, and understand
multiple perspectives on an issue. Thus, collaboration involves sharing, discussion, perhaps
argument, reflection, and often negotiation.
c. Collaborative learning may be in large or small groups and are often electronic using
collaborative learning tools (online discussion board).

Applications of Constructivist Design Theory

Analysis leads to the identification of general learning goals that are related to authentic tasks rather than the
specification of instructional objectives.
Constructivist designers also identify learner prerequisites.
Strategies Associated with Constructivist Principles

Cognitive apprenticeships - learning environments that provide students with the opportunity to
participate in an experts world rather than simply learning expert processes and acquiring expert
knowledge in an abstract fashion.
Problem-based learning
Scaffolding
Collaboration
Assessment

Trends in Constructivist Instructional Design

Constructivist ID Models
Iterative design process
No absolute laws of human behavior and learning that can be confidently generalized from one situation
to another
Layers of Negotiation Model: focuses on the process of knowledge construction which involves reflection,
the examination of information multiple times for multiple purposes, and the social negotiation of shared
meanings
Recursive, Reflective Instructional Design Model (R2D2):
o Design is recursive or iterative in nature.
o Each effort to solve a design problem is seen as an opportunity to reflect.
o Design is participatory in nature.
Computer-Supported Collaborative Learning Environments: the educational context is collaborative, the social
context is the group, and the technological context is a computer-mediated setting
Social Network Learning Communities: tools that facilitate collective intelligence through social negotiation when
participants are engaged in a common goal or a shared practice
Research on Constructivist ID
Qualitative Research in-depth examinations of an experts actions and understandings in a specific context can
lead to models that teachers can use to support their students. Modeling and reflection can help students make
sense of and internalize what they are learning.
Research on PBL indicates
Enhances student interest, attitudes, and motivation for learning;
Decreases immediate acquisition of declarative knowledge outcomes;
Promotes long-term retention of information, application of skills, and self-directed learning.
However, learners can become disorientated and lost during PBL leading to feelings of frustration and lack of
support. Scaffolding is needed.
Research on collaborative strategies

Collaboration has a positive impact on learning and motivation in classrooms