Three Constructivist Approaches in Instruction

1. Three Constructivist Approaches in Instruction Presenters • Renaldo Grayson - Microworlds • Rose Bertin – Goal Based Learning • Stephanie J. Lionel St.Ville – Problem Based Learning University of the West Indies (OC)

2. Microworlds Defined • Reigeluth (2009) defines Microworlds as “a model-centred environment in which a model is constructed by the learner, using parts and tools supplied by the designer, ” (p.172). Papert (1980) defines Microworlds as, “a subset of reality or a constructed reality whose structure matches that of a given cognitive mechanism so as to provide an environment where the latter can operate effectively. The concept leads to the project of inventing microworlds so structured as to allow a human learner to exercise particular powerful ideas or intellectual skills. ” (p. 204) Driscoll (2005) says Microworlds are, “small but complete subsets of real environments that promote discovery and exploration.”

3. Characteristics of Microworlds Microworlds have two essential characteristics that distinguish them from similar concepts, such as simulations. • They embody the simplest working model of a domain or system. • They offer a point of entry that matches the learner’s cognitive state. LOGO, for example, one of the most well researched microworlds in existence, permits children to explore and discover the world of computer programming by writing commands that drive a “turtle,” (Driscoll, 2005).

4. Microworlds Edwards (1995) recognizes that a microworld would consist of: • A set of computational objects that model the mathematical or physical properties of the microworld’s domain • Links to multiple representations of the underlying properties of the model • The ability to combine objects or operations in complex ways, similar to the idea of combining words and sentences in a language • A set of activities or challenges that are inherent or preprogrammed in the microworld; the student is challenged to solve problems, reach a goal, etc. One of the most interesting aspects of microworlds are their appeal to younger learners. It is said that, “Microworlds allow more and younger people to understand highly significant and applicable concepts and principles underlying all complex systems,”(Edwards, 1995)

5. Examples Of Microworlds AgentSheets Logo and variants like Lego-LOGO, Starlogo LEGO Mindstorms NetLogo ToonTalk

6. Microworld and the Teacher/Instructor The teacher’s role is critical in this: • create opportunities for project-based learning. • support and guide student learning through scaffolding and modeling. • encourage and help students manage learning and metacognitive processes. • help students assess their own learning and provide feedback.

7. Defining Goal Based Learning Goal-based learning is about putting learning into practice and is focused on the implementation of learning rather than the initial training delivery.

8. Characteristics of Goal Based Learning Flexible: • Accommodates individual and team learning. • Can be developed quickly and be effective with live coaches and paper-based support. • Can be supported effectively by a mix of people and technology. Consistent: • Target (performance) outcomes drive goal based learning development. • The structure of the Goal Based Learning provides the learner all the support needed for the learner to learn what she/he needs to learn, to engage in the activities that lead to learning, and to produce task outcomes meeting.

9. Stepsinusing Goal Based Learning Hubbard (2012) proposed the following steps in using goal based learning: Within a subject area identify all the real world things that an expert in that subject would be able to do. For example; someone who is an expert in computer systems development would be able to perform analysis and design of a computer system with great ease. Design a goal for each of these real-world things, in this example it could be 'Be a better Systems Analyst' or "Be a Better listener" Design real world activities that would help someone achieve that goal. In this case the activities might be 'Document user needs' and 'Determine the inputs, processing, storage and output requirements of the new system" The final step entails thinking about what people need to know in order to complete those practice activities and get that across to them in the simplest way possible.

10. Examples of Current Goal Based Learning Programs • A typical work-"day/week" using new work processes (SAP, reengineered systems design). • A six-month consulting project in compressed time (accomplished in five or six days). • A six-month planning project (accomplished in real time) with several intensive workshops to help in the development of "real" task outcomes. (This is an integrative learning project is and has aspects of action learning.) • A two to four-day intensive workshop where learners create the conceptual design for a goal-based learning program. • A multimedia, computer-based program where the learner learns about the printing business while practicing consulting skills.

11. Key Lessons Learned From Goal Based Learning • Learners experience some initial discomfort their first few hours in the new environment. • Raise their expectations in their second GBL based on their success and experience in their first one. • Need a navigation (learning coach) to intervene regularly to focus on learning rather than doing. • Need to work toward clearly defined benchmarks. • Need to give and receive feedback on learning and performance change.

12. Problem Based Learning (PBL) Problem Based Learning is an authentic learning approach, in which students deal with real life but open ended questons and strive to find meaningful solutions (Rhem, 1998), particularly in small groups.

13. Pros And Cons • Cons for Students & Teachers • creating suitable problem scenarios can be challenging • requires much preparation time • raises new assessment issues (Pawson, et al, 2006) • challenges teachers to research too, as students may raise unfamiliar topics during study (Ribiero, 2011) • sometimes group dynamics issues compromise PBL effectiveness (Pawson, et al, 2006) • Pros for Students & Teachers • develops 21st century skills for life long learning • helps to learn higher order thinking skills and deep learning • enhances and retains self-directed learning and study skills • relevance of problem helps improves student intrinsic motivation and participation (Majumder, 2004) • promotes interdisciplinarity and collaboration among teachers of subjects and students (Pawson, et al, 2006) • creates learning environment which is stimulating and enjoyable both for students and teachers (Majumder, 2004) Before you get into this, examine……...

14. A Good Problem Scenario Are all worthy of the PBL approach. This checklist was created based on Sockalingam & Schmidt’s (2011) characteristics of a good problem scenario.

15. The Process Teacher, facilitates, guides, coaches and manages but in teams, students…. This process chart illustrating student roles was created using steps of PBL outlined in Stix & Hrbek (2006).

16. Take A Preemptive Strike • Collaboration - Teachers should ensure that the classroom is one where students already display “a certain level of willingness to communicate, work together and share arguments” Maurer & Neuhold (2012). Students who are not in the habit of engaging in these kinds of processes may have a hard time coping with the process and may shut down. • Small group - Maurer & Neuhold (2012) attest that “PBL is also strongly based on the idea of integrated and collaborative learning, where students cooperate in small groups” and that property makes it most challenging for learners. The variety of learning styles, individual priorities and personalities may cause friction thus impacting on the effectiveness of the collaborative exercise. Be aware of dominant personalities, introverts as well as studets with current rifes. Be aware of those who tend ot use that oppotinuty to free load. Address those issues before begining. • Preparation - Many alternative assessments, materials and technology will be used so prepare them ahead of time to avoid students wasting time and being distracted. • Encourage students to be planners and process workers. In my experience, they like to skip steps or not plan ahead and so get frustrated. Some students are indiciseive and tend to copy others’ designs which immpress them. • Many things can go wrong enough to inhibit the teacher’s and students’ ability to reap the benefits of this approach. • Before beginning ….

17. References • Driscoll, M.P. (2005). Psychology of Learning for Instruction 3rd ed. Toronto: Allyn and Bacon • Edwards, L. D. (1995). Microworlds as representations. In A. A. diSessa, C. Hoyles, R. Noss, & L. D. Edwards (Eds.), Computers and exploratory learning (pp. 127–154). New York: Springer. • Features of microworlds[04.11.2016] Retrieved from http://edutechwiki.unige.ch/en/Microworld#Features_of_microworlds • Hubbard, R. (2012). Forget me not: So what is goal-based learning? Retrieved from http://www.trainingzone.co.uk/deliver/coaching/forget-me-not-so-what-is-goal-based-learning • Martin, F., MIkhak, B., Resnick, M., Silverman, B. and Berg, R. To mindstorms and beyond: evolution of a construction kit for magical Machines. Retrieved from http://academics.wellesley.edu/Physics/Rberg/papers/magical-machines.pdf • Montgomery, J.R. (1996, August 23). Goal-Based learning: Accelerating performance change. Retrieved from http://files.eric.ed.gov/fulltext/ED399447.pdf • Majumder, A.A. (2004). Pros and cons of problem-based learning. Bangladesh Medical Journal . 33, 67-69. Retrieved from https://www.academia.edu/205994/Pros_and_cons_of_problem-based_learning • Maurer, H. & Neohold, C. (2012). Problems everywhere? Strengths and challenges of a problem-based learning approach in European studies. Retrieved from http://www.mceg-maastricht.eu/pdf/MCEG_part%20PBL_link2_%20PBL%20implementation%20challenges.pdf

18. Thank You! Papert, S. (1980). Computer-based microworlds as incubators for powerful ideas. In R. Taylor (Ed.), The computer in the school: Tutor, tool, tutee (pp. 203–210). New York: Teacher’s College Press. Pawson, E., Fournier, E., Haight, M., Muniz, O., Trafford, J., and Vajoczki, S. (2006). Problem-based learning in geography: Towards a critical assessment of its purposes, benefits and risks. Journal of Geography in Higher Education 30 (1): 103–16. Problem Based Learning in Middle School [Video file]. (January). Retrieved from https://www.youtube.com/watch?v=-hBZBTYRxuM Reigeluth, C., Carr-Chellman, A. (2009). Instructional-Design Theories and Models Building a Common Knowledge Base. Vol III. Routledge, Taylor and Francis. Ribeiro, L. R. (2011). The Pros and Cons of Problem-Based Learning from the Teacher's Standpoint. Journal of University Teaching & Learning Practice, 8(1), 4th ser. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1149&context=jutlp Rhem, J. (1998). Problem-Based Learning: An Introduction. The National Teaching and Learning Forum, 8(1). Retrieved from http://www1.udel.edu/pbl/deu-june2006/supplemental/NTLF-PBL-introduction.pdf Sockalingam, N. , & Schmidt, H. G. (2011). Characteristics of problems for problem-based learning: The students’ perspective. Interdisciplinary Journal of Problem-Based Learning, 5(1). Available at: http://dx.doi.org/10.7771/1541-5015.1135 Stix, A. & Hrbek, F. (2006). Teachers as classroom coaches: How to motivate students across the content areas. Alexandria, VA: Association for Supervision and Curriculum Development.