Reflection

We have come to the end of our presentation. After watching the video on [|implications of constructivism] in online learning environments and reflecting on what you've learnt this week, prepare a map of your understanding of constructivism. Can you identify possible strengths and weaknesses of constructivism? Feel free to post it directly to this page so that others can benefit and consider your thoughts as we each work on our own concept maps.


 * Conclusion:**

A common premise for constructivism is that individuals actively construct knowledge based on experience. Thus, knowledge cannot be simply passed on from learner to learner, but must be constructed individually by each learner. Boethel and Dimock (2000, p. 6-8) outline that constructivist-learning theory emphasizes six assumptions of constructivism:
 * Constructivism **


 * Learning is an adaptive activity.
 * Learning is situated in the context where it occurs.
 * Knowledge is constructed by the learner.
 * Experience and prior understanding play a role in learning.
 * There is resistance to change.
 * Social interaction plays a role in learning.

Examples of constructivist learning are found in experiential learning, self-directed learning and reflective practice. These learning strategies explicitly show that the focus is squarely on the learner’s construction of knowledge within a social context.  Within a framework of constructivism, instructional design begins with taking into account the learner’s prior knowledge, understandings, and interests. Boethel and Dimock (2000, p. 17) state, “Teachers must understand what learners bring to the learning situation and begin there in helping students build new knowledge.” Therefore, like cognitivism, constructivism begins with a thorough learner analysis and determination of appropriate tasks to promote constructivist learning. As opposed to an objectivist approach to learning, constructivism is more open-ended in expectation where the results and even the methods of learning are not easily measured and may not be consistent with each learner. Thus, heavy attention must be paid to the context of the learning situation. According to Spector (2000, p.7), “context must be taken into explicit consideration when planning instruction.” Addressing types of context in which the learning takes place is necessary in the scope of constructivism because it not only addresses instructional context but also learner context. Within the context of the learner, attention must be paid to the “goals of the learner…the learner’s perceived utility of the instruction…and the learner’s perception of accountability (Morrison, Ross, and Kemp, 2001, p. 55-56). These address directly the fundamental assumptions of constructivism.
 * Implications of Constructivism on Instructional Design. **

Rossner-Merrill, Parker, Mamchur and Chu’s (1998, p. 286-287) analysis of the cognitive flexibility theory concludes several strengths of constructivism. Content can be presented from multiple perspectives using case studies, learners can develop and articulate new and individual representations of information, and active knowledge construction is promoted over passive transmission of information.
 * Strengths of Constructivism **

Since constructivism promotes individual learner interpretations and interests, this can pose an instructional problem. There could potentially be problems in adequately evaluating learning. Learners may each have different experiences within the learning process but each have valid and sufficient knowledge. Boethel and Dimock (2000, p. 18) address the concern that “teachers cannot respond to the multitude of student interests due to lack of resources available in the classroom or the school.”
 * Weakness of Constructivism **