Knowledge and learning: Constructivist approaches

Today's e-learning design

Jonnassen describes behaviourism as a change in the behaviour of an organism, cognitivism being concerned with what learners know and how they acquire it and constructivism as knowledge being in the mind of the knower, where the knower constructs a reality, or at least interprets it, based on his or her past experiences. 

In conclusion, Jonnassn states “At best, teachers and designers constrain learning, but in order to maximise individual learning, we may have to yield some control and instead prepare learners to regulate their own learning by providing supportive rather than intervening learning environments.” (Jonnasen, David H)

On reflection of the the article, is the argument substantial in supporting theoretical positions to e-learning.

Our learning design will incorporate use of a video, weblinks and/or readings.  Therefore, we are sharing our knowledge with learners (behaviourism). With the introduction of web to the learning design, adult learners are able to access a wealth of information.  This information can be used to problem solve or construct their own knowledge (constructivist learning).

As a result, we as the educator/facilitator should be the guide, mentor and supporter in the learning process to encourage our learners to be life-long learners.

As can be seen, I do believe that the argument still supports theoretical positions to e-learning.

Limitations and Barriers to Constructivist e-learning

Education in its entirety has witnessed change in some way or another.  Factors that have leant to this reform are economy (how do we educate our learners to be prepared for their place in the 21^st century?) and culture (as businesses/organisations develop an international influence how will we educate our learners to have a sense of culture and identity?)  (RSA Animate, pg 2)

A shift in pedagogy is required, as adult educators it is essential we consider "How effectively are we preparing our learners to live in the future, when what we teach is in the past?".  In a previous blog I touched on the “digital native”, a person who I have come to reflect on more and more of late.  She has become my thought process, “if I want this learner to learn a concept, what theories/tools can I use to help her learn”. (http://youtu.be/CZ5Vy9BgSeY)

In my own context, the barriers that I am presented with:

• learners feel isolated -  no human contact
• cultural differences - online netiquette can differ between cultures
• learners have not evolved into lifelong learners – also required to encourage learners to learn
• weekly collaborate sessions effective -  if fits in with all learners time
• forums/wikis/blogs -  many learners will not participate if not motivated by facilitator or other learners

As an educator, to best support learners for the future, the theories I apply:

Objectivism: Learners review content or watch a video, attempt a quiz with immediate feedback, the reward is to move forward if correct.

Cognitivism: Learners build their understanding through activities, start with simple facts and develop the learning through building blocks.  Classical example is lesson design; ie how does the previous link to the now, and how will it benefit you in the next step.

Constructivism: Collaborate with wikis/forums/blogs to construct end result. Must ensure learners feel safe in sharing their experiences and willing to learn from others’ experiences. Effective facilitation could be in the form of commenting on posts, popping in and out of circles, reinforcing and guiding activities.

On reflection to the question, I do not believe our online delivery can be 100% constructivist as can be seen from the theories adopted to support my learners.