Constructivist Learning Models

Microworlds
Goal based Learning
Problem-based Learning

TEAM FOUR : Genevieve Cox, Elizabeth Serieux, Alex Cumberbatch & Sean Thomas
 Microworlds

Defining Microworlds

Microworlds have their roots in constructivism

and are small but complete subsets of real
environments that promote discovery and
exploration (Driscoll, 2015)

.Interactive programmable models of

environment.
 Microworlds

Benefits of using Microworlds

1 Exploratory and discovery learning style

2 Learner interest engaged in education process

3 Learner take personal control of learning

4 Provides option for exploration, not explanation

 Microworlds

Benefits of using Microworlds

1 Intrinsic slant leads to rich interaction in domain

2 Promotes conceptual knowledge/ process skills

3 Synthesizes and produces deep learning acuity

4 Interrogation and integration in social context

 Microworlds

Benefits of using Microworlds

1 Entry point matches learners cognitive state

2 Ability to combine objects /complex operations

Problem solving pre-programmed challenges

3

4 Culture of inquiry, test, reflection, feedback

 Microworlds

Benefits of using Microworlds

1 Cognitive tools to extend intellectual ability

2 Problem focused project based instruction

3 Instruction integrates concepts from many fields

4 Instruction subject to improvement/revision

 Goal-based Learning

Refers to .. Can be..

Learning by doing Reality or computer
based.
Central Tenets.. However..
Knowledge and skill are Computer based versions;
acquired while actively Goal Based Scenarios
pursuing a defined goal. are more widely used.

The 3 most important The computer lets the the

factors are that learning be learner engage in real
goal, interest and action activities based on the
based. relevant academic concepts
 Goal-based Scenarios

Were developed by.

Roger Schank, former Director of Yales Artificial
Intelligence Lab and Founder of the Institute for Learning
Sciences at Northwestern University, Illinois.
2
Are described by Schank as .......
A little computer based playlet, in which the learner has a
designated role and is trying to achieve a defined
objective. They combine simulation and instruction.

Link: motivation and failure while promoting learning

through exploration and practice.
 Goal-based Scenarios

Can be used with.

any subject matter as long as skills are being used to
1 intended goal.
achieve the

Have 7 essential components.

1. The Learning Goal: detailed statement of what student
should learn.
2. The Mission: the problem that learners are expected to
solve.
3. The Cover Story: contextualizes and elaborates on the
mission
 Goal-based Scenarios

4. The Role: refers to the character in the cover story that

the learner will assume.

5. The Scenario Operations: is the collection of activities

done by the learner while pursuing the mission.

6. Resources: information sets that the learner can select

and use to fulfill the mission and accomplish the goal.

7. Feedback: delivered to the learner as a consequence

of his/her actions and determine whether the mission has
been fulfilled and learning goals accomplished.
 Goal-based Learning

PROS CONS

Learner based and Potentially expensive

driven; promotes interest hardware and software
& motivation necessary
Difficult to teach a set
Merges education and curriculum within a
training- 3 defined time

Can be applied to any Not effective with

subject matter & situation standardized testing

Promotes critical Requires extensive initial

thinking and innovation assessments and
planning
 Problem-based Learning

What is problem-based learning?

Problem-based learning is defined as an approach to
learning that involves the use of complex, real-world to
motivated learners to identify and research concepts and
principles that will enable them to solve the problem
presented.

(Duch, Groh & Allen, 2001)

 Problem-based Learning

Goals of Problem-based Learning

Students are not expected to arrive at a

1 predetermined set of correct answers

Students are expected to engage with the problem

2 to determine the appropriate information and skills
required to deal with the problem effectively

3 Students are expected to work in

collaborative groups

(Savin-Baden, 2003)
 Problem-based Learning

The some benefits of Problem-based Learning

1 It develops students critical thinking skills

2 It develops students ability to locate and use

information critical to the solution of the problem
3 It encourages and develops collaboration among students

4 It improves students communication skills

It creates a deeper understanding of the content

5 to be learned

(Brinkley, 2011)
 Problem-based Learning

Guidelines for Designing the Problem

The problem should be engaging and

1 motivating
The problem should be authentic and
2 real-world related
The problem should lend itself to multiple ideas and
3 discussion, that is, it should be ill-structured
The problem should be multidimensional with physical,
4 cognitive, social, emotional, ethical, and other dimensions
 Problem-based Learning

Guidelines for Designing the Problem

The problem should have a stimulus that would

5 generate collaborative inquiry
The problem should challenge students to achieve
6 learning outcomes of the curriculum
The problem should challenge students to transfer
7 learning.

(Barret, T., & Moore, S. ,2011).

 References

Barret, T., & Moore, S. (2011). New Approaches to Problem-based Learning: Revitalising Your
Practice in Higher Education. London: Routledge.
Brinkley, R. (2011). Experience Learning. Retrieved from The Universtiy of Tennesse Knoxville:
http://tenntlc-utk-edu.wpengine.netdna-cdn.com/files/2010/12/HowToPBLfinal.pdf
Driscoll, M.P. (2015). Psychology of learning for instruction. Pearson New International Edition
Duch, J. B., Groh, E. S., & Allen, E. D. (2001). The power of problem-based learning: a practical how
to for teaching undergraduate courses in any discipline. Sterling: Stylus Publishing.
Edwards, l.D. (1995) Microworlds as representations: Computers and exploratory leanring. New York,
Springer
Jonassen, D.H. (2008). Handbook of research on education, communication and technology
Mayer, R.E. (2014). The Cambridge handbook of multimedia learning. Cambridge Univesity Press.
New York
Reigeluth, C.M. & Carr Chellmann, A.A. (2009) Instructional design theories and models: Building a
common knowledge base vol lll. Routeledge.