CONSTRUCTIVISM
Instructors create pedagogical conditions for the successful construction of knowledge
and understanding rather than simply transmitting knowledge to a student.
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we construct our own understanding of the world
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knowledge is actively built through human work and interaction.
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prioritizaiton of a learner's point of view
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student's opinion is a starting position
5E MODEL
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ENGAGE
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EXPLORE
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EXPLAIN
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EXTEND
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EVALUATE
WHO
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Piaget's contributions to Constructivism:
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He emphasizes that a student's existing internal structure or schema interacts with external unknown reality, leading to cognitive conflict.
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Cognitive equilibrium is achieved through assimilating new knowledge into existing schemas or modifying old schemas based on newly acquired understanding.
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Vygotsky's contributions to Constructivism:
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He expands constructivism into social constructivism, recognizing the significance of collaborative learning experiences.
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Self-construction or co-construction of knowledge through student interaction is emphasized.
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The learning environment should foster real-life exploratory activities, problem-solving, and meaningful dialogue.
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John Keller's ARCS Model of Motivation provides a comprehensive approach to motivate learning, consisting of four key elements that address learners’ their motivational needs.
1. Attention, 2. Relevance, 3. Confidence, 4.Satisfaction
Some Concepts; Strengths & Weaknesses
Social Constructivism in Online Global Learning
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Reciprocal Teaching - The instructor forms collaborative groups of two to four students who take turns leading dialogues on a given topic.
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This could be implemented in a separate video call with the paired or grouped students, or in a breakout sessions during a larger class session. The assignment would include a set of discrete technical skills pertaining to video production that students need to recall after given prompts about filming setups and situation-specific scenarios.
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Cooperative Learning - Learners work together in small groups or pairs.
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This can also be done synchronously on a video call. The student film crews of 3-4 are assigned the pre-production tasks of script development and logistical planning. The instructor visits each online group to listen, answer question and provide guidance during sticky points of decision making and differences of ideas.
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Situated Learning - Learning within meaningful contexts and through active participation.
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Short video clips are posted on the course site which demonstrate real production instances where a crucial decision needs to be made regarding either the interviewing, composition, audio, lighting, etc. Students are asked to submit solutions and interventions that would improve the production. This assignment can be done asynchronously. When the class meets again, select students will read the responses to the group and ask for additional comments and ideas.
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Anchored Instruction - Design learning environments around captivating topics or real-life problems, to provoke thoughtful engagement, critical thinking, and effective problem-solving skills.
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Building on the Situated Learning assignment, students will work in groups of 3-4 to trouble shoot a production situation that is similar but more complex than the previous assignment. They are asked to come up with a cohesive and unified plan.
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