I believe the
article Objectivism Versus Constructivism is relevant to e-Learning design
today in that Jonassen has considered the following aspects that support theoretical positions in the e-Learning context:
·
Instructional
goals and objectives are negotiated not imposed.
·
Task/content
analysis should not be focused on a single best sequence.
·
Evaluation of learning
be less criterion based allowing for a wider range of responses
Learners should be socially
constructing reality rather than having it imparted on them by basing it on
experience and interpretation.
Limitations and
barriers to constructivist e-Learning in my teaching and learning context include:
·
Lack
of access to technology at time of need.
·
Very
prescriptive objectives and scheduled assessment tasks for each unit of work in
the National Curriculum English, Maths, History and Science.
·
Assessment
based on tight criteria often with very limited response type options.
·
Lack
of student skills with ICTs to participate in an e-Learning environment.
It is not
realistic to be 100% constructivist as differences in learners, content,
contexts and desired outcomes all need to be considered before deciding which
approach to learning (based on which theory) would be the most appropriate. My
own teaching is very much a blend of all three major learning theories
depending on what and how the student will best learn and what resources I have at my disposal. I could probably use
constructivist based pedagogy more effectively in relation to conceptual
learning through problem solving as I think this would enable my students to succeed in future life and to be life long learners.. I think this would make the students' learning more real life. I do however try to give students ample opportunity to articulate understandings in social environments albeit usually just in a physical space.
I agree with your list of limitations to using a constructivist e-learning. A lack of ICT skills and access needs to be addressed rapidly to enable school environments to better utilise the benefits of student collaboration to enrich student understanding. Hopefully as teachers become more familiar with the National Curriculum, it will be possible provide a wider range of assessment tasks that allow students to demonstrate their learning in various modes.
ReplyDeleteGreat post Justine. It's really effective in getting across the limitations. I've always wondered why assessment is so prescriptive as it only allows for the "learning for assessment" approach. What are the reasons for this?
ReplyDeleteI agree with the limitations you spoke of Justine. I also believe that consideration needs to be given to current teachers' limitations in the practise of e-learning and use of e-learning tools. I wonder how many of the writers of the current curriculum have given real thought to e-learning skills or have merely utilised ICT skills for part of research and as a means of presenting different ways for students to present their knowledge?
ReplyDeleteIs this another aspect that needs to be considered? My views on this are constantly evolving as my investigations into the possibilities expand.