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Bopry J. (1999) The warrant for constructivist practice within educational technology. Educational Technology Research and Development 47(4): 5–26. https://cepa.info/6650
Bopry J.
(
1999
)
The warrant for constructivist practice within
educational technology
.
Educational Technology
Research and Development
47(4): 5–26.
Fulltext at https://cepa.info/6650
Copy Ref
Educational technology
is an instantiation of technical rationality. Technical rationality depends on an objectivist epistemology and a representational model of mind. Currently, a growing number of practitioners in the field of
educational technology
consider themselves constructivists. Because their epistemological position conflicts with that of technical rationality, these practitioners must currently find a warrant for their practice outside the field. However, a warrant for a strong form of constructivism (enactive constructivism) can be located in recent developments in systems theory, one of the foundational pillars of
educational technology
. These developments have the potential to provide practitioners a philosophical mooring within the field itself. One of these developments, autonomous systems theory, with its rejection of the representational model of mind, is described, and implications of its application to
educational technology
are discussed.
Bostock S. J. (1998) Constructivism in mass higher education: A case study. British Journal of Educational Technology 29(3): 225–240.
Bostock S. J.
(
1998
)
Constructivism in mass higher education: A case study.
British Journal of
Educational Technology
29(3): 225–240.
Copy Ref
Constructivist educational principles suggest that educational environments should provide learners with personal control, authentic learning contexts, and diverse personal interactions including collaboration. How can such constructivist values be applied to mass Higher Education? Traditional methods cannot achieve it with large student numbers but computer‐based media are scaleable and may support constructivist learning. A new course for non‐science undergraduates provided an opportunity for a constructivist design using the World Wide Web, email, and video. The design of the course, its implementation and evaluation are described. Authentic assessment was critical. Web forms and e‐mail supported some necessary personal interactions, but collaborative work was problematical.
Chadwick C. (2004) Why I am not a constructivist. Educational Technology 44(5): 46–49. https://cepa.info/6693
Chadwick C.
(
2004
)
Why I am not a constructivist.
Educational Technology
44(5): 46–49.
Fulltext at https://cepa.info/6693
Copy Ref
Excerpt:
The label “constructivism” is ubiquitous and sometimes insidious and certainly means different things to dissimilar people. To explain why I am not a constructivist, we must start by attempting to clarify the term and analyze its scope. Constructivism is a very broad field: in the educational sector alone (not including the philosophical nor the social areas) there are as many as 25 different varieties. As one constructivist has remarked, “…the term ‘constructivism’ appears to be fashionable, mostly used loosely with no clear definition of the term, and is used without clear links to an epistemological base” (Featherston, 1997). Michael Matthews says that while there are “…countless thousands of constructivist articles, it is rare to find ones with fully worked out epistemology, learning theory, educational theory, or ethical and political positions” (Matthews, 2000).
Chadwick C. (2006) Response to article on radical constructivism. Educational Technology 46(1): 78–79. https://cepa.info/6695
Chadwick C.
(
2006
)
Response to article on radical constructivism.
Educational Technology
46(1): 78–79.
Fulltext at https://cepa.info/6695
Copy Ref
Cobb T. (1999) Applying constructivism: A test for the learner-as-scientist. Educational Technology Research and Development 47(3): 15–31.
Cobb T.
(
1999
)
Applying constructivism: A test for the learner-as-scientist.
Educational Technology
Research and Development
47(3): 15–31.
Copy Ref
Constructivist learning theory predicts that knowledge encoded from data by learners themselves will be more flexible, transferable, and useful than knowledge encoded for them by experts and transmitted to them by an instructor or other delivery agent. If this prediction is correct, then learners should be modeled as scientists and use the reasoning and technologies of scientists to construct their own knowledge. However, it cannot be taken for granted that the prediction is correct, or correct in every knowledge domain. The present study attempts to establish conditions in which the prediction can be operationalized and tested. It reports on the adaptation of constructivist principles to instructional design in a particular domain, second language vocabulary acquisition. Students learning English for academic purposes in the Sultanate of Oman followed one of two approaches to vocabulary expansion, learning pre-encoded dictionary definitions of words, or constructing definitions for themselves using an adapted version of the computational tools of lexicographers. After 12 weeks, both groups were equal in definitional knowledge of target words, but lexicography group students were more able to transfer their word knowledge to novel contexts.
Cognition and Technology Group (1991) Technology and the design of generative learning environments. Educational Technology 31(5): 34–40. https://cepa.info/6739
Cognition and Technology Group
(
1991
)
Technology and the design of generative learning environments.
Educational Technology
31(5): 34–40.
Fulltext at https://cepa.info/6739
Copy Ref
Cognition and Technology Group at Vanderbilt (1991) Some thoughts about constructivism and instructional design. Educational Technology 31(9): 16–18. https://cepa.info/6874
Cognition and Technology Group at Vanderbilt
(
1991
)
Some thoughts about constructivism and instructional design.
Educational Technology
31(9): 16–18.
Fulltext at https://cepa.info/6874
Copy Ref
Our goal in this paper is to focus on two issues that were raised in the discussion in this journal by Dick (1991) and Merrill (1991). The first involves the general concept of constructivism and our way of thinking about it. The second involves concerns raised by Dick (1991) regarding the complexity of our Jasper problems. At the heart of our response on both issues is (perhaps) a fundamental departure from more traditional instructional design conceptions of the nature of knowledge, the teaching-learning process, and the implications of these for the design of instruction.
Cole P. (1992) Constructivism revisited: A Search for Common Ground. Educational Technology 32(2): 27–34.
Cole P.
(
1992
)
Constructivism revisited: A Search for Common Ground.
Educational Technology
32(2): 27–34.
Copy Ref
Cooper P. A. (1993) Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism. Educational Technology 33: 12–19.
Cooper P. A.
(
1993
)
Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism.
Educational Technology
33: 12–19.
Copy Ref
Examines the history, characteristics, and value of designed instruction that is grounded in behaviorist, cognitive science, and constructivist theory. Changes that have allowed developmental phases of instructional design are considered, including instructional design methodology, physical technology, and programing mechanisms used to develop instructional software.
Key words:
behaviorism
,
instructional design
,
constructivism
,
conceptual frameworks
,
computer software
,
cognitive models
,
machine learning
,
computer based instruction
,
cognitivism
,
learning modules.
Cunningham D. J. (1991) Assessing constructions and constructing assessments: A dialogue. Educational technology 31(5): 13–17. https://cepa.info/6738
Cunningham D. J.
(
1991
)
Assessing constructions and constructing assessments: A dialogue.
Educational technology
31(5): 13–17.
Fulltext at https://cepa.info/6738
Copy Ref
What follows is my attempt to explore some of the issues that emerge out of the constructivist perspective related to the issue of assessment. I have chosen the form of a “Galilean Dialogue” modeled after Galileo’s famous “Two Major Systems of the World” [see Jauch, 1973, for a more recent incarnation of this format]. The topic of Galileo ‘s dialogue was the comparison of the Ptolemaic and Copernican views of the universe. To some, a discussion of objectivist and constructivist views of assessment may seem trivial in comparison, but I would disagree. The issues raised here go to the heart of our world view, to the core of what we believe It means to be human. I have retained the names of the original participants (Salviati, Sagredo, and Simplicio), although their role in the dialogue is transformed to accommodate the issue at hand.
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