Constructionism

Learning is an active task, which requires self-directed construction of knowledge. Learners (can make use of computers as cognitive tools to) creatively construct and present knowledge to a network of people. Knowledge is presented by designing artefacts which represent their knowledge. These artefacts can be presented to an audience for interaction, discussion and critique. By doing so new knowledge is constructed, presented, shared, critically discussed with a network and then adapted where necessary, which ensures that correct information is retained as cognitive residue.

You can listen to our podcast about constructionism by visiting us on Soundcloud. Feel free to comment, share and engage with our post, since this is an example of an artefact.

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Underlying learning theories

Constructivism

Learning takes place through active knowledge construction based on lived experiences. Learners’ past-experiences build their perception of the world and influence their future decisions (Vygotsky, 1978). Our perceptions differ, because our experiences differ. Truth should however be scientific and factual, and can therefore be 'debated' and discovered.

Social Constructivism

Similar to constructivism. The social role of instructors and peers in solving problems and mastering new skills and knowledge is emphasised (Pakdaman-Savoji, Nesbit and Gajdamaschko, 2019). Interactions between the teacher and learners, as well as learners with their peers is vital for high level cognitive development (Vygotsky, 1978)

Zone of Proximal Development

ZPD points to the areas of knowledge learners have mastered already and attempts to keep learners engaged with content which is just above and beyond their current knowledge level (Bruner, 1984). By doing so, the learner is constantly curious to learn a little more, challenged within their ability and continuously learning.

Scaffolding

Knowledge is built on prior knowledge and remains as cognitive residue, even in the absence of the computer itself (Salomon, 1993). When learners represent their knowledge, it is easy for them to identify learning gaps and fill them by engaging with content, teachers or peers.

Self Determination

Learners have an innate awareness and ability to reflect on their own knowledge, skills and abilities, known as their metacognition (Dinsmore, Alexander and Loughlin, 2008). Learning can be self regulated, with teachers and peers playing a facilitation role rather than a purely instructional role.

Role of computers in aiding traditional learning

When used as cognitive tools, computers enhance learners’ ability to think in an organized manner, solve problems and make decisions (Jonassen and Reeves, 1996). Knowledge construction takes place more efficiently, since learners get stimulus from a wider range of knowledge sources (others' lived experiences). Greater depth of knowledge is achieved and decision making ability increases. Humans can step into an intellectual partnership with the computer, which facilitates high order thinking (Johnassen, Carr and Yueh, 1998). Computers can be used to facilitate social interactions which can supplement the teacher and peers in their learning environment (Pakdaman-Savoji, Nesbit and Gajdamaschko (2019). Cognitive tools can be designed to naturally facilitate metacognition and therefore increase learner agency and responsibility for their own learning outcomes.

Technology should enable learners to distribute their cognition. Computers should serve as a learning partner, who makes information readily available to the learner, while the learner strives for independent cognitive development (Drew, 2019). The learner should be driven by technology, tapping into at least four aspects of humanity, including social, emotional, cognitive and motivational needs (Drew, 2019).

Role of the instructor

It is not the responsibility of the teacher to hold and transfer knowledge to the learners. Students must work in partnership with educational technologies to explore, discover, organize and represent knowledge (Drew, 2019). The instructor facilitates the learning process. He/she or they select and prepare problem frameworks which learner must solve; design and structure learning projects; focus and direct learners’ attention; provide just-in-time assistance and learning support; identify and diagnose learning barriers; mediate collaboration and discovery and provide formative feedback based on student progress (Pakdaman-Savoji, Nesbit and Gajdamaschko, 2019). The environment must shift from one of memorization and reciprocation to one of discussion, sharing and questioning. By doing this, learners become creators of knowledge, who shape their own ideas and worldviews, by measuring it against that of peers in their direct and indirect learning environments.

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