Group Member: Scott Fabel, Linda Ngamchit, Musabbir Chowdhury

Assignment:

• Assume that your group wants to write a collaborative learning agreement for KAM II where you assess constructivist theorists in the Breadth, read research studies on the effectiveness of instructional technology in an arena of your choosing based on constructivist principles, and then developed an application project based on this research.  
  
• By Wednesday of Week 8 introduce yourself to your group members and begin to brainstorm ideas for your LA. You will need to determine the following:

• Select three constructivist theorists and explain why you selected them
• Select 15 research studies from refereed journals that provide a foundation for your application project. The articles should be no older than 5 years. 
• Develop an application project you could implement in your community/school/workplace that focuses on instructional interventions and their potential improvement through the application of technology.

• Determine how you will present your LA to the class electronically and post it in our Discussion for Week 9 by Day 5, Friday.

Sublinks: Constructivist theorists | Recent Articles | References | Rubric | Links

Constructivist theorists:

• D.J. Cunningham
• D. Jonassen » PDF |PDF2 | 1 | 2 | 3 | 4 | 5 | 6
• D. Perkins
• Ernst von Glasersfeld » 1 | 2 | 3 | 4 | 5 | 6
• Spiro
• Feltovich
• Pea
• Edelson
• Jerome Bruner » 1 | 2 | 3 | 4 | 5 | 6

David H. Jonassen:

David H. Jonassen is a well-known constructivist theorist and also a leader in the field of instructional technology, has numerous publications on text design, task analysis, instructional design, computer-based learning, hypermedia, constructivist learning environments, cognitive tools, and technology in learning. His idea of using computers as Mindtools, is a model for “how to integrate technology with the learning process in order to engage learners more mindfully and meaningfully” (Jonassen, 1996). According to Jonassen, Mindtools is a ‘intellectual toolkit’ to engage the learner and foster critical and higher-order learning. His current research focuses on designing constructivist learning environments, cognitive tools for learning, knowledge representation, problem solving, computer-supported collaborative argumentation, cognitive task analysis, and individual differences and learning.

Jonassen , D. (2000). Computers as mindtools for schools : engaging critical thinking. Upper Saddle River, NJ: Merrill.

Jerome Bruner:

Bruner asserts that learners use three types of representation to represent these regularities and relationships. These are enactive, iconic, and symbolic representation (Driscoll, page 229). In addition, he also points out that learning involves thinking process (Driscoll, page 227). The role of learners is to “devise strategies for searching and finding out what the regularities and relationships are” (Driscoll, page 234). Through the process of searching and finding out the regularities and relationships, learners “discover” by “rearranging or transforming evidence in such a way that one is enabled to go beyond the evidence so assembled to additional new insights” (Bruner, 1961, page 22). The implications for instruction are to provide students with problem solving activities that support collaborating activities where students can interact and negotiate meaning.

Bruner J., (1961). The act of discovery. Harvard EducationalReview, 31, 21-32.

Ernst von Glasersfeld:

Ernst von Glasersfeld is a renowned philosopher, constructivist and cybernetician. He developed the model of Radical Constructivism, according to Glasersfeld, there are two main principles of Radical Constructivism. First, “knowledge is not passively received but actively built up by the cognizing subject”; and second “the function of cognition is adaptive and serves the organization of the experiential world, not the discovery of ontological reality” (Glasersfeld 1989). He argues that constructivism deals with questions of knowledge—“what knowledge is and where it comes from”, and constructivism holds that “we can know only what our minds construct” (Glasersfeld 1991).

Theories:

• Discovery Learning - Bruner
• Generative Learning - CTGV 1991, Wittrock 1985
• Embodied Cognition - Johnson 1987, Lakeoff 1987
• Postmodern poststructural curricula - Hlynka 1991, Culler 1990
• Social negotiation of meaning - Vygotsky
• Transitory systems of knowledge - Eco, 1984
• Implications of Eco's rhizone metaphor - Cunningham 1988
• Cognitive flexibility theory - Spiro, 1991, 1995
• ACT model of memory - Anderson
• Mindtools concept - Jonassen

Links:

Education website for constructivism

Constructivist Models

Encyclopedia of Educational Technology

Behaviorism, Cognitive Constructivism, Social Constructivism (Berkeley GSI Teaching Resource Center)

Educator's Reference Desk

Radical Constructivism

Annotated Bibliography on Constructivism

Constructivism.com

Variety In Design [PDF]

Constructing Communication by Ernst von Glasersfeld

Constructivism, Zen Buddhism and the Individual Patterns of Communication Use in the Age of the Plural Self

Bruner and Discovery Learning

Vygotsky

Summation of Constructivism Concepts and Role of Teacher and Learner in Diagram Format

Constructivism from the University of Denver

Characteristics of Constructivist Learning and Teaching

Recent Articles:

Adair-Hauk, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 17(2), 269-305.

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: a comparative study. Language Learning and Technology. 5(1), 202-232.

Bernd, R., Markus, R., (2001). Technology-enchanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer Assisted Language Learning, 14(3/4), 219-233.

Cheung, L. S., (2006). A constructivist approach to designing computer supported concept mapping environment. International Journal of Instructional Media, 33(2), 153-164.

Chuang H. H., Marcia Harmon, R. (2005). Use of digital video technology in an elementary school foreign language methods course. British Journal of Educational Technology, 36(5), 869-880.

Harless, W. G., Zier, M.A., & Duncan, R.C. (2005) Virtual dialogues with native speakers: The evaluative Multimedia Method. CALICO Journal, 16(3), pp. 313-317.

Lee, R. (2006). Effective learning outcomes of ESL elementary and secondary school students utilizing educational technology infused with constructivist pedagogy. International Journal of Instructional Media, 33(1), 87-93.

McDonough, S.K. (2001). Way beyond drill and practice: Foreign language lab activities in support of constructivist learning. International Journal of Instructional Media, 28(1), 75-80.

Rakes, G. C., Fields, V. S., Cox, K. E. (2006). The influence of teachers’ technology use on instructional practices. Journal of Research on Technology in Education, 38(4), 409-424.

Salaberry, M. R. (2001). The use of technology for second language learning and teaching: a retrospective. The Modern Language Journal, 85(1), 39-56.

Interpretations of constructivism and consequences for Computer Assisted Learning. Dalgarno, Barney, British Journal of Educational Technology; Mar2001, Vol. 32 Issue 2, p183, 12p.

CONSTRUCTIVISM AND PHENOMENOLOGY WHAT DO THEY HAVE IN COMMON, AND HOW CAN THEY BE TOLD APART?   By: Rasmussen, Jens. Cybernetics & Systems, Sep98, Vol. 29 Issue 6, p553-576, 24p; DOI: 10.1080/019697298125515; ( AN 7614068 )

Effects of Instructional Support Within Constructivist Learning Environments for Elementary School Students' Understanding of "Floating and Sinking".   By: Hardy, Ilonca; Jonen, Angela; Möller, Kornelia; Stern, Elsbeth. Journal of Educational Psychology, May2006, Vol. 98 Issue 2, p307-326, 20p, 8 charts, 6 diagrams, 1 graph; DOI: 10.1037/0022-0663.98.2.307; ( AN 21156311 )

"WE CAN NEVER KNOW WHAT GOES ON IN SOMEBODY ELSE'S HEAD": ERNST VON GLASERSFELD ON TRUTH AND VIABILITY, LANGUAGE AND KNOWLEDGE, AND THE PREMISES OF CONSTRUCTIVIST EDUCATION.   By: Poerksen, Bernhard. Cybernetics & Systems, Jun2004, Vol. 35 Issue 4, p379-398, 20p; ( AN 13006603 )

On Two Modes of Apprehension.   By: Runeson, Sverker; Andersson, Isabell E. K.. Ecological Psychology, 2004, Vol. 16 Issue 1, p37-44, 8p; ( AN 14231667 )

Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction.   By: Mayer, Richard E.. American Psychologist, Jan2004, Vol. 59 Issue 1, p14-19, 6p; DOI: 10.1037/0003-066X.59.1.14; ( AN 12310470 )

Interpretations of constructivism and consequences for Computer Assisted Learning.   By: Dalgarno, Barney. British Journal of Educational Technology, Mar2001, Vol. 32 Issue 2, p183, 12p; ( AN 4990173 )

The Influence of Teachers' Technology Use on Instructional Practices.   By: Rakes, Glenda C.; Fields, Valerie S.; Cox, Karee E.. Journal of Research on Technology in Education, Summer2006, Vol. 38 Issue 4, p409-424, 16p; ( AN 21278420 )

Effects of Instructional Support Within Constructivist Learning Environments for Elementary School Students' Understanding of "Floating and Sinking".   By: Hardy, Ilonca; Jonen, Angela; Möller, Kornelia; Stern, Elsbeth. Journal of Educational Psychology, May2006, Vol. 98 Issue 2, p307-326, 20p, 8 charts, 6 diagrams, 1 graph; DOI: 10.1037/0022-0663.98.2.307; ( AN 21156311 )

A Thoughtful Approach to Teacher Evaluation.   By: Goldstein, Jennifer; Noguera, Pedro A.. Educational Leadership, Mar2006, Vol. 63 Issue 6, p31-37, 7p; ( AN 20034800 )

Starting With the Soul.   By: Intrator, Sam M.; Kunzman, Robert. Educational Leadership, Mar2006, Vol. 63 Issue 6, p38-42, 5p; ( AN 20034801 )

Strategic Reading and Learning, Theory to Practice: An Interview with Michele Simpson and Sherrie Nist.   By: Stahl, Norman A.. Journal of Developmental Education, Spring2006, Vol. 29 Issue 3, p20-27, 7p; ( AN 20182433 )

The Development of Constructivist Grounded Theory.   By: Mills, Jane; Bonner, Ann; Francis, Karen. International Journal of Qualitative Methods, 2006, Vol. 5 Issue 1, p1-10, 10p; ( AN 21331313 )

CONSTRUCTIVISM PEDAGOGY DRIVES REDEVELOPMENT OF CAD COURSE: A CASE STUDY.   By: Clemons, Stephanie A.. Technology Teacher, Feb2006, Vol. 65 Issue 5, p19-21, 3p, 1bw; ( AN 19708953 )

A Constructivist View of Music Education: Perspectives for Deep Learning.   By: Scott, Sheila. General Music Today, Winter2006, Vol. 19 Issue 2, p17-21, 5p; ( AN 21106413 )

Bacterial Fission, Powers of Two, Sociology, Environmental Science, Public Health, Biology, Mathematics: An Integration of Constructivism, Discovery, and Inquiry.   By: Schlenker, Richard; Tierney, Kathleen. Science Activities, Winter2006, Vol. 42 Issue 4, p28-39, 9p; ( AN 20846948 )

RETHINKING REFLECTIVE PRACTICE EDUCATION IN SOCIAL WORK EDUCATION: A BLENDED CONSTRUCTIVIST AND OBJECTIVIST INSTRUCTIONAL DESIGN STRATEGY FOR A WEB-BASED CHILD WELFARE PRACTICE COURSE.   By: Bellefeuille, Gary L.. Journal of Social Work Education, Winter2006, Vol. 42 Issue 1, p85-103, 19p, 5 charts; ( AN 20303578 )

Inside the Ivory Tower.   Foreign Policy, Nov/Dec2005 Issue 151, p58-64, 7p; ( AN 18715493 )

Culture Learning from a Constructivist Perspective. An Investigation of Spanish Foreign Language Teachers' Views.   By: Sercu, Lies; del Carmen Méndez García, María; Prieto, Paloma Castro. Language & Education, 2005, Vol. 19 Issue 6, p483-495, 13p; ( AN 19074611 )

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References:

Brooks, J.G., & Brooks, M.G. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Duffy, T.M., & Cunningham, D. J. (1997). Constructivism: Implications for the design and delivery of instruction. In David Jonassen (Ed.). Handbook of research in education, communication, and technology. New York: Macmillan.

Honebein, P., Duffy, T.M., & Fishman, B. (1993). Constructivism and the design of learning environments: Context and authentic activities for learning. In Thomas M. Duffy, Joost Lowyck, and David Jonassen (Eds.), Designing environments for constructivist learning. Heidelberg: Springer-Verlag.

Jonassen, D. (2000). Computers as mindtools for schools : engaging critical thinking. Upper Saddle River, N.J. : Merrill.

Jonassen, D., (1947). Individual differences, learning, and instruction . Hillsdale, N.J. : Lawrence Erlbaum Associates.

Spiro, R.J., Feltovich, P.L., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access for advanced knowledge acquisition in ill-structured domains. In T.M. Duffy & D. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation. Hillsdale NJ: Lawrence Erlbaum Associates.

vonGlaserfeld, E.(1989) Cognition, Construction of Knowledge, and Teaching, Synthese, 80, 121-140.

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Rubric:

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