EDID 6501: Learning Theory and Instructional Design ↗

Group 1 - Participation Activity One

Introducing
Constructivist Learning
Environments

by GROUP 1 Gloria Butcher

Group Members: Annika Lewinson-Morgan
Heidi Toussaint
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Microworlds
What is a Microworld?
A microworld…
↗ is a kind of educational technology used in
constructivist instructional designs. (Edutech Wiki, 2015)

↗ can be said to be a sandbox, or a playground for

the mind. (Clements, 1989:86; cited by Rieber, 1996:587)

↗ can be a virtually constructed, interactive learning

environment or take the form of physically
manipulable objects.
↗ facilitates manipulation of objects and contains Example of physically
manipulable microworld:
embedded ideas from a narrowly specified Cuisenaire rods

knowledge domain (Ennis-Cole, 2004)

(Image from
http://childledchaos.me.uk/category/printables/ )
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Microworlds
Principles
↗ A microworld starts simple within the knowledge domain, facilitating
learner exploration, interaction, construction, reshaping and refine
increasingly more sophisticated and complex ideas/knowledge.

↗ A microworld should be intuitive to engage in, i.e. it must match the

learner's cognitive and affective state.
↗ Simulations start to become microworlds when they are designed to
let a novice begin to understand the underlying conceptual model(s).
(Hogle 1995)

The concept of “microworld” in learning environments may be a

relatively new one, but in retrospect, the strategy of using physically
manipulable learning objects such as Cuisenaire rods to support
instruction have been utilised for a very long time.
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Microworlds
Benefits
↗ It stimulates learner initiative in gaining knowledge within the specific area.
(Miller, et al., 1999)

↗ Learners are free of the fear of making mistakes.

↗ It contains built-in feedback to encourage reflection.
↗ Learners get to "determine the correctness of their own solutions", instead of
the teacher having the responsibility of 'debugging'. (Hogle, 1995)

Instructor’s role
↗ To structure learning environment and activities to achieve desired learning
outcomes, since "learning outcomes ... depend largely on the surrounding
instructional activities that structure the way students use and interact with
microworlds." (Miller, et al. 1999)
↗ To direct or redirect incidental learning to prevent the development of
misconceptions, which is counter-productive. (Hogle 1995)
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Microworlds
Origin
↗ The ‘microworld’ concept as a virtual interactive learning environment was
first introduced in early 1970s at Massachusetts Institute of Technology.
↗ It was originally associated with the field of Artificial Intelligence (AI).
↗ It was created as “vehicles for understanding language, creating expert
systems, and mimicking human information processing and reasoning.”
(Ennis-Cole 2004)

↗ An early example of a virtual microworld

is a programming language called Logo
that helped young children learn math
concepts such as geometric principles
and algebraic equations by allowing
them to control and interact with a
screen ‘turtle’.
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Problem-based Learning
What is It?
↗ Problem-based learning is an
approach that allows learners to
pursue solutions to real-world
problems.

↗ Problem-based learning is rooted in

constructivists’ theory of learning.

↗ Problem-based learning begins with

an ill-structured problem.

↗ Problem-based learning was first

introduced in the field of medicine
and later was adapted in in various
fields of learning including
education.
(Image from
http://gordanathinking.blogspot.com/2014/11/week5-pbl-
food-for-thought.html )
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Problem-based Learning

Principles
↗ A problem relevant to the learning
situation is chosen.
↗ The teacher supports the
learner’s developing skills as
a problem solver.
↗ Problems mirror real-world
situations.
↗ Learning outcomes are validated
by using authentic assessment.
↗ Debriefing activities are used to
strengthen learning after the problem (Image from
https://www.emaze.com/@AOLFQOZO/project-and-
solving experience. problem-based-learning.pptx slide 6)
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Problem-based Learning
Hypothetico-deductive Cycle
↗ Step 1 - exploring the issues
↗ Step 2 - making a list of what is known
↗ Step 3 - creating a problem statement
↗ Step 4 - listing possible solutions
↗ Step 5 - listing actions to be taken
↗ Step 6 - listing relevant knowledge
↗ Step 7 - writing up solution
↗ Step 8 - reviewing performance
(Study Guides and Strategies, n. d.) (Image from
http://integratingtech301.pbworks.com/w/page/20021598/
Problem%20Based%20Learning )
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Problem-based Learning
Effective Assessment
↗ Assessment is aligned with PBL principles
↗ Assessment is ongoing
↗ Assessment is authentic
↗ Assessment is an active demonstration of knowledge and skills

Benefits
↗ Learners enjoy learning experiences
↗ Learners engage in critical reflection
↗ Learners become co-developers with tutors
↗ Learners experience assessment as a part of learning
↗ Mission of education is accomplished
↗ Fosters individuality and creativity
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Problem-based Learning
How to Align the Hypothetico-Deductive Cycle
and Constructivists’ Theory

Here is the link to the extra reading: http://www.tp.edu.sg/staticfiles/tp/files/centres/pbl/pbl_sandra_joy_kemp.pdf

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Goal-based Learning
What is It?
↗ Goal-based learning involves learning a set of target
skills while completing a specific goal which is of
interest to the learner. (Thomas, 2011)

↗ The term ‘goal based scenario’ (GBS) was coined by

Roger Schank (1992) in a proposed model of
constructivist learning which combines case-based learning
with learning by doing. (Schank, 1996)
↗ GBS theory borrows from Case Based Reasoning the idea that people
learn by interpreting concrete experiences (cases) recalled from memory
(case libraries) and applying them to novel situations. (Kolodner & Guzdial, 2000
cited in Medrano, 2011)
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Goal-based Learning
Principles

↗ Goals underlie human behavior therefore they are at the root of human
learning.

↗ Natural learning goals stem from one’s need to increase understanding or one’s
ability to complete valued tasks successfully.

↗ Intrinsic motivation born of personal interest and curiosity drives learning.

↗ People learn by confronting expectations and responding to failures in the

pursuit of goals.

↗ Learning is more meaningful when it is active, learner-directed and authentic.

(Schank, 1992)
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Goal-based Learning

Design of a GBS
GBSs can be completely paper-based or
partially instructor-led in a physical setting or
built into software in virtual environments to
ensure learner safety (Thomas, 2011).
There are two types of GBSs – natural and
artificial, using naturally occurring
(Image goals and
from https://blog.edynco.com/instructional-design/how-to-
design-your-course-to-achieve-engaging-learning-experiences/ )
fictional goals respectively. Both contain:
↗ A mission context comprising the overall goal or mission and a cover story

↗ A mission structure comprising a focus (control, design, discovery or explanation

activities) and scenario operations or actual actions to be performed
(Schank, Fano, Bell & Jona, 1993-1994)
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Goal-based Learning
GBL Development Cycle

(Based on Joel R. Montgomery’s 1992, 1996 model.)

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Goal-based Learning
Learning Process in a GBS

↗ In Goal-based Learning, learners go through the steps of recognition,

exploration, learning, practice, application and integration which effect visible
changes in their performance. (Montgomery, 1996)
↗ The emphasis is on learning skills rather than facts so feedback is provided ‘just-
in-time’ through coaching, stories from domain experts and consequences of
their actions. Failure allows for self-assessment resulting in the learner making
alternative choices (Medrano, 2005)
↗ Evaluation of GBL is based on performance improvement which is not easy to
capture with traditional testing. A 360 degree survey can identify goals that
learners need to work on and can be taken after completion of the GBS so
results can be compared (Hubbard, 2012).
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Conclusion
Implications for Instructional Design
↗ Microworlds, Problem-based learning, and Goal-based learning are
integral to the design and development phases of instructional design.
↗ Instructional design occurs in seven identifiable layers: content, strategy,
message, control, representation, media logic, and data management
layers. Microworlds, PBL and GBL are utilized in these layers of
instructional design. For example:
↗ Microworlds serve as a kind of environment through which the
messages for instruction are to be delivered in the representation
layer of instructional design.
↗ Problem-based and Goal-based learning are approaches that
bundle instructional strategies relevant to the strategy layer of
instructional design.
(Gibbons & Rogers, 2009)

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