Tools for Constructivism

Knuth, Randy; Cunningham, Donald J.

doi:10.1007/978-3-642-78069-1_9

Cited by 59 publications

(19 citation statements)

References 7 publications

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“…In comparing these two we can see that Savery and Duffy (1996) couch their principles in the form of prescription while Knuth and Cunningham (1993) avoid prescription except to say that learners should be allowed to experience the constructedness of knowledge. Knuth and Cunningham are interested in supporting effective action within educational environments; Savery and Duffy use the cognitive constructivist tack of emphasizing problem solving as the key to learning.…”

Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 95%

“…From the assumptions that learners are structurally determined, informationally closed, structurally coupled observing systems Knuth and Cunningham (1993) derive the following seven principles: (a) all knowledge is constructed, learners should reflexively experience that constructedness; (b) many worlds are possible so multiple perspectives are possible; (c) knowledge is effective action, it is a process; (d) learning is embedded within structural coupling; (e) knowing is not sign (i.e., language) dependent; (f) world views can be explored and changed with tools; and (g) knowing how we know is the ultimate human achievement.…”

Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 99%

“…Knuth and Cunningham (1993) use autopoiesis theory to warrant a constructivist position and to evaluate some of the tools used in creating learning environments. In this paper, I am considering the possibilities of a more general application of Varela's (1979Varela's ( , 1981 broader theory of autonomous systems to educational technology as a field.…”

Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 99%

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The warrant for constructivist practice within educational technology

Bopry¹

1999

ETR&D

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Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 95%

Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 99%

Section: Reflections On Autonomous Systems For Educational Technologymentioning

confidence: 99%

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The warrant for constructivist practice within educational technology

Bopry¹

1999

ETR&D

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“…This notion of learning with and from others within the workplace falls within a social constructivist framework (e.g. Vygotsky, 1978;Knuth & Cunningham, 1993;Kirk & Macdonald, 1998) and has been described by Wenger (1998) as learning within a 'Community of Practice' and by Cocklin, Coombe & Retalick (1996) as a 'Learning Community'. In this context and in PE, such communities might comprise teachers, pupils, learning support assistants and coaches/adults other than teachers.…”

Section: Passing On Responsibility?mentioning

confidence: 99%

Strengthening ‘the foundations’ of the primary school curriculum

2016

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The low status of the foundation subjects (e.g. Music and Physical Education) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 Physical Education (PE) trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership; and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum.

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“…Contemporary educational theory suggests that higher order learning is best achieved through instructional processes that support student centred, collaborative and generative activity. Such instruction places the learner at the centre of the teaching and learning process and active in constructing a personal meaning of the content being delivered (Knuth & Cunningham, 1993). When higher order learning goals are sought, the forms of learning environments that are most effective are those which:…”

Section: Teaching and Learning With Hypermediamentioning

confidence: 99%

Developing effective hypermedia instructional materials

Oliver

Herrington

1995

AJET

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The use of hypermedia as an instructional medium is growing rapidly with developments and enhancements in instructional and computing technologies. Much of the popularity of the medium is derived from its capacity to convey large amounts of information to learners in structured and associated ways which promote student centred and independent learning. Recent developments in multimedia technologies and software, and enhanced networking facilities through the Internet, have led to new and exciting opportunities for hypermedia systems development. This paper provides an overview of the potential of hypermedia as an instructional medium and discusses research that has investigated learning outcomes. It provides an overview of instructional design considerations to guide developers and designers of hypermedia systems.Hypertext, or hypermedia as it is more commonly called today, is an instructional medium which appears to hold considerable promise for teaching and learning. It manifests itself in many forms, often with quite disparate appearances and capabilities. For example, the majority of CD ROM based information systems such as electronic encyclopedia are examples of hypermedia systems as are the majority of instructional materials delivered on the World Wide Web. Although different in appearance, scope and form, the unifying characteristics of these computer based materials are the structure they embrace and the purpose they serve.Structure. Hypermedia materials are comprised of multiple separate information nodes. These information nodes contain various media forms such as text, sound, graphics and movies either individually or combined. The structure of a hypermedia system enables users to access information from the nodes in a non linear way. Users are able to progress from one node to the next using links supplied by the system designer. The two Oliver and Herrington 9 fundamental units in a hypermedia system are the information nodes themselves and the links that connect them.The links in a hypermedia system create associations between the nodes. Links are usually provided only between nodes that are associated or semantically related. The structure of a hypermedia system is often compared to the human mind which also stores information as discrete nodes with links between those that are related and/or associated.Purpose. Hypermedia materials are usually designed as information delivery systems. In this role they serve an instructional purpose. While some systems are designed as information sources within which the user is free to browse, others constrain the user to follow paths through the stored information. Such paths are set by the instructional designer and lead the user through the information in the same way as a book presents content to a reader. As purveyors of information, hypermedia systems provide many advantages over paper based forms. They are very flexible and powerful in the way in which information is accessed and provide access to multiple media forms.Nature. Hypermedia systems employ ma...

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Tools for Constructivism

Cited by 59 publications

References 7 publications

The warrant for constructivist practice within educational technology

The warrant for constructivist practice within educational technology

Strengthening ‘the foundations’ of the primary school curriculum

Developing effective hypermedia instructional materials

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