CONSTRUCTIVISM

ITS BENEFITS, ITS COSTS, AND WHAT WE SHOULD BE DOING.

BELLA LUNA TEAM MEMBERS

Laurie White: Coordinator, Explorer B
Rouwaida Mahmoud: Explorer A
Karrah Cunningham: Elaborator
Dana Payne: Recorder

Audience: Foreign Language Trainers

Constructivism for Foreign Language Trainers

~ Benefits, costs and what we should be doing ~
What is Constructivism?
Benefits of Constructivism
Cost and Challenges of Constructivism
Instructional Models & Three Major Phases of Design
Constructivism for Foreign Language Trainers (FLT)
Synopsis / Conclusions

What is Constructivism?
Constructivism is the dominant learning theory of the last decade and supports
construction of knowledge by the individual.
Jean Piaget, the founder of Constructivism, considered it a theory of knowledge
in which humans generate knowledge and meaning from an interaction between
their experiences and their ideas.
According to Martin Ryder (2008), constructivism is a philosophical position
that views knowledge as the outcome of experience mediated by ones own prior
knowledge and the experience of others. (Reiser & Dempsey, 2012, p. 50).
The constructivist perspective describes learning as a change in meaning
constructed from experience (Newby et al., 1996).
Our construction of meaning is grounded in the groups to which we belong
through social interactions (von Glaserfeld, 1995; Willis, 1998).
Correspondingly, learning that focuses exclusively on individual construction of
knowledge is inadequate; our experiential world appeals as a negotiation
between individual and social knowledge, whose contributions have a dialectical
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relationship and cannot be separated.

What is Constructivism (Contd)?

Principles of Constructivism include active learning and authentic learning.
Application of these principles on the process (analysis, development,
evaluation) of instructional design poses certain challenges with regards to
issues such as pre-specification of knowledge, authentic evaluation and learner
control.
Most of the challenges are attributed to the fact that constructivism is a learning
theory, not an instructional-design theory.
Instructional designers must attempt to translate constructivism into
instructional design through a more pragmatic approach that focuses on the
principles of moderate - rather that extreme - constructivism and makes use of
emergent technology tools.
Such an attempt could facilitate the development of more situated, experimental,
meaningful and cost-effective learning environments for Foreign Language
Trainers (FTL).
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A Historical Perspective1
How did constructivism and other learning theories evolve?
It is believed that the 1960s and 1970s witnessed the birth of instructional theories
and instructional strategies.
1980s: Witnessed the shift to cognitive learning and related instructional theories.
1990s: Witnessed the shift to constructivism and situated learning and the forming of
different theories of knowledge epistemology.
2000s: Witnessed attention to practice, engagement, and experience. The evolution
of the Internet, new media/communication tools, and Web 2.0 led to the new shift in
learning paradigm.

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
(Page 46). Pearson HE, Inc.. Kindle Edition.

Benefits of Constructivism
Promotes a self-directed approach through engaging personal experiences and
interests allowing learner to explore and build upon their previous knowledge.
Correspondence to how people really learn.1
Promotes critical thinking & problem solving skills through linking learners
personalized experience to real life situation. Higher order learning outcomes. 1
promoting better social and communication skills leading to better collaboration and
exchange of ideas; not solely academic learning. Better integration of affect and
emotion.1
Promotes realistic real life representation life outside the academic setting. More
relevance to job and out-of-the-classroom performance.1
Merrill (as cited in Draper, 1997) points out that appropriate learner guidance will
make learning far more effective than sink or swim exploration.

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
(Page 47). Pearson HE, Inc.. Kindle Edition.

Benefits of Constructivism (Contd)

Teachers are facilitator Role of teacher change from Sage on the Stage to Guide
on the side (Reiser & Dempsey, 2012).
Students retain knowledge better because it is integrated into their own experience
(Grant 2002).
Promotes autonomous learner learning is active not passive.
Motivates learners.
Better collaboration and communication skills.
Encourages critical thinking.
Learning is multidimensional.
Promotes higher order cognitive skills such as analysis, Synthesis, and evaluation
(Brooks 2004).
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Costs and Challenges of Constructivism

The instructional design approach is very much top-down while the pure
constructivist approach is totally bottom-up (Hart, 1997 as cited in Draper, 1997).

Learners might construct the wrong knowledge, skills and abilities since some
students just want to be told what they need to learn (Perkins, 1999).

The constructive approach

Requires costly long-term professional development.

Cannot be applied on introductory level learner since learner has no prior

knowledge to build up on it.

Requires a high level of motivation from students.

Demands more effort from the teacher-side in designing and delivering
meaningful instructions, mentoring and ensuring positive outcome.

Instructional designers complain about the constructivist view that learning is a

personal interpretation of the world.

Most challenges stem from the fact that constructivism is an underlying philosophy
and not a strategy (Wilson et al, 1995)
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Costs and Challenges of Constructivism (Contd)

Constructivism shifts energy and control from instructor to learners 1

In most courses, instructors are the hardest workers.

Learners take on jobs that the instructor might otherwise do
High-quality constructivist teaching requires more support, more access to resources,
more careful design than traditional instructor-led teaching.
Setting up a constructivist learning experience and getting it working right can be a huge
challenge
Instruction that shifts energy and work into learners hands, raises many other questions:
Maintaining classroom control and surviving the transition
No cookie-cutter solutions: Instructional theories are necessarily abstract and general

Potential problems that instructional designers need to consider include 1

Low-level outcomes due to inefficient activity

Misalignment with standards and objectives
Mistaking activity for targeted learning
Seduction of media/production values
Hard to measure benefits
Ties to privilege and access

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
(Page 47-49). Pearson HE, Inc.. Kindle Edition.
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Instructional Models Linked to Constructivism1

Problem-based learning - a model for centering instruction around a key statement
of a problem, prompting team-based inquiry and problem-solving processes.
Anchored instruction - lessons presenting a problem in an authentic or everyday
context, requiring math for its solution.
Cognitive apprenticeship - an instructional model meant to include key aspect of
informal learning similar to how apprentices learn from their masters in work
settings.
Intentional learning environments - developed a series of models and computer
tools for collaborative problem solving, reasoning, and argumentation used primarily
by middle school and high school students, but influential among IDT professionals
more generally.
REAL - a model for designing authentic instruction called REALs (rich environments
for authentic learning), incorporating key aspects of constructivism into a
prescriptive model for design.
1

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
(Page 46-47). Pearson HE, Inc.. Kindle Edition.
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Constructivism and the Three Major Phases

of Instructional Design
Analysis Phase1

Constructivist designers assume that every learner has unique perspective, so the
concept of the global average learner is rejected.

Constructivists are interested in the learners prior knowledge in terms of cognitive

processes and self-reflective skills (Vrasidas, 2000).

Instructional designers must confront students with information and experiences

that threaten their misconceptions and offer support to this reflective process.

Designers are interested in the learners skills of reflexivity and not on remembering
(Bednar et al., 1992).

Development Phase

In traditional instruction, this phase involves the design of a sequence to achieve specified
performance objectives (Skaalid, n.d.). 1

Constructivist point to the creation of instructional environments that are student-centered,

student-directed, collaborative, supported with teacher scaffolding and authentic tasks and
based on learning environments that involve an abundance of tools to enhance communication
and access to real-world examples, reflective thinking with multiple perspectives, modeling
and/or problem solving by experts in a context domain with mentoring relationships to guide
learning. 2

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations.
Educational Technology & Society, 8 (1), 17-27.
2

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
11
(Page 49). Pearson HE, Inc.. Kindle Edition.

Constructivism and the Three Major Phases

of Instructional Design (Contd)1
Evaluation Phase

Active Learning

According to constructivism, the center of instruction is the learner. Meaningful

understanding occurs when students develop effective ways to resolve
problematic situations.

Several cognitive tools can establish a partnership with the learner on the basis
of Vygotskys theory on zone of proximal development. Such tools can provide
scaffolding relevant to the learners ability level

Authentic Learning

Learners are more likely to view a problem from an ownership perspective

when the situations represent authenticity.
Constructive instructional designers must situate cognition in real-world
contexts

Karagiorgi, Y., & Symeou, L. (2005). Translating Constructivism into Instructional Design: Potential and Limitations.
Educational Technology & Society, 8 (1), 17-27.

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Constructivism for
Foreign Language Training (FLT)
Task-based activities promote learning by doing with simulated and real-life
language engagements.
FLT goal is to transition students from theory to real world language practices.
FLT Instructors ensure curriculum level matches student readiness to proceed.
Use student-centric approach for more effective, autonomous learning with FLT
Instructor supporting in a learner-facilitator role.
Effective FLT requires self-motivated students that are able to learn from
mistakes in an interactive, socially engaging environment with other learners.
FLT Instructors guide students to reflect and personalize learning experiences
and then reflect upon learned activities.
FLT Instructors ensure appropriate technology is integrated into instruction in
support of project-based learning.
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Foreign Language Teaching

Constructivism in Practice
Task-Based Instruction

Teacher as facilitator provides real life scenario

A natural context is developed from students experiences with the language that is
personalized and relevant to them.

Students needs dictate what will be covered rather than a decision made by teacher
or course book.

Strong communicative approach due to spending a lot of time communicating

It is enjoyable and motivating

Learner Autonomy

Learner ability to take charge of own learning.

Build knowledge based on previous experience.

Instructions are delivered through technical mean.

Reflect on own learning through communicating and reflecting.

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Lesson Ideas for FLT Using the REAL Model

Use a model for designing authentic instruction called REAL (Rich Environments
for Authentic Learning) for incorporating key aspects of constructivism into a
prescriptive model for design.
Establish an environment where both spoken and written foreign language is
encouraged among the participants.
Design conversational tasks with an increased level of difficulty as the students
progress through each level of language acquisition.
Allow for open-ended responses in the student dialogue.
Encourage students to write a scripted answer in their home language that they
and others students will collaborate together to translate to the foreign language
they are learning as they gain language mastery.
Once the students have reached a designated level of fluency, conversational and
written task should only be completed in the foreign language to further
language acquisition.
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Synopsis / Conclusion

Constructivism for FLT Instructors and Learners provides an opportunity for

more effective task-based instruction and learner autonomy.

The emergence of rich FLT constructivist environments can be facilitated by the

emergence of powerful technology tools.

The primary benefit of constructivism is its closer match to how people really
learnthrough direct engagement with their worlds, generally leading to more
meaningful learning outcomes.1

A principal concern of constructivism is preparing learners to take more

responsibility for their own learning.

In a world of instant information, constructivism can become a guiding

theoretical foundation and provide theory of cognitive growth and learning that
can be applied to learning goals.

Pragmatic constructivism could be built on moderate theoretical assumptions

that are more compatible with instructional design practices
1

Reiser, Robert V.; Dempsey, John V. (2011-03-14). Trends and Issues in Instructional Design and Technology (3rd Edition)
(Page 50). Pearson HE, Inc.. Kindle Edition.

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References
Reiser, R.A. & Dempsey, J.V. (2012). Trends and issues in instructional design and
technology. Boston: Pearson.
Newby, T. J., Stepich, D. Lehman, J. & Russell, J. (1996). Instructional Technology for
Teaching and Learning. Merrill, an imprint of Prentice Hall, USA.
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and
recommendations. Meridian: A
Middle School Computer Technologies Journal, 5(1). Retrieved from http://
www.ncsu.edu/meridian/win2002/514/
Brooks, J. G., Matsuoka, B. M., & Doyle, A. (2004). Constructivism as a Paradigm for
Teaching and Learning. Concept to Classroom: A Series of Workshops Retrieved July 6,
2008, from http://www.13.org/edonline/concept2class/constructivism/index.html

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