Transcript Document

Compare and Contrast
Assignment
Objectivism and Constructivism
By Sally Byrd and Susan Conrad
EDIT 732, Fall 2009
Learning Environments Analysis
• Our Learning Environments
• Rosetta Stone Language Learning
• Scratch Computer Programming Learning
• Analysis – Objectivism vs. Constructivism
• Conclusion
Learning Environments
Objectivist
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Constructivist
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Rosetta Stone
• Language Learning
software
• “Dynamic Immersion”
• “introduce new words
and concepts in a
carefully designed
sequence”
http://www.youtube.com/watch?v=mSbjSUguctY
Scratch
• Computer programming
learning
• Create interactive stories,
animations, games,
music, and art
• Share with others
http://vimeo.com/2106986
Objectivism Overview
•Knowledge exists independent of the individual
•Knowledge is separate from the individual’s
experience¹
•Learning occurs with an observable change
•Rote and sequential learning
•Learning is observable, testable, quantifiable
•Stimulus/response facilitates learning²
Ref. 1: Dabbagh & Bannan-Ritland
Ref. 2: Ertmer & Newby
Constructivism Overview
• Reality is in the mind of the knower.
The knower constructs his/her reality by interpreting
personal experiences which become a “personal and
individualistic” knowledge base.¹
• Learning is an active process²
• The context of learning is as important as the knowledgethe social experience and collaboration³
• Multiple perspectives to problem-solving
• Multiple modes of transmitting knowledge
Ref. 1: Jonassen
Ref. 2: Duffy and Cunningham
Ref. 3. Dabbagh & Ritland
Ref 4. Wilson
Learning Environment Comparison
The Learner
Objectivist
Rosetta Stone
•
The learner is presented with only
one correct answer.
•
The learner follows a linear,
structured and preprogrammed
approach.
Constructivist
Scratch
•
The learner constructs his/her own
meaning from the resources within a
rich environment utilizing tools such
as commands, sprites, colors, and
actions.. (Wilson)
•
The learner can utilize collaboration
methods to abstract knowledge.
Learners may share their projects,
including design methodologies with
other learners (Dabbagh & Ritland)
•
Learners can improved upon
previous designs utilizing an
iterative approach to learning new
concepts. (ILDF model-Debbagh &
Ritland)
•
Multiple ways of structuring world
and its entities (IDKB
Learning Environment Comparison
The Learner
Objectivist
Rosetta Stone
The learner chooses from preselected
answers
Constructivist
Scratch
The learner creates from tools in a rich
environment.
Learning Environment Comparison
The Teacher
Objectivist
Rosetta Stone
•
Teachers determine which cues can
elicit the desired responses.
(Ertmer) Rosetta Stone presents a
group of words and pictures for the
user to select the “right” answer.
•
Practice situations are paired with
target stimuli giving no optional
choices to the learner. (Gropper,
1987) Rosetta Stone identifies what
scenarios to show the learners and
what order these should be
presented to the learner. All learning
is linear.
Constructivist
Scratch
•
There are experts and tutors to
facilitate learning utilizing Goal and
Case based learning (Wilson).
Scratch promotes forums and
collaborative projects to encourage
learning.
•
Distribution of cognition (rhizome of
the mind) through environment
staging is a role of the teacher.
(Duffy and Cunningham)
•
Cognitive Apprenticeship in which
students learn from other students
by accessing their online code(Paz
Dennen)
•
Scaffolding of tasks where students
advance their skills through
accomplishments (Paz Dennen)
Learning Environment Comparison
The Learning Context
Objectivist
Rosetta Stone
•
The real world exists outside of the
learner independent of the learners
experiences (Jonassen).
•
Use of cues, shaping and practices
to elicit a response (Ertner &
Newby).
•
Complex sequencing of tasks
•
Create novel and situation-specific
understandings by "assembling"
knowledge from diverse sources
appropriate to the problem at hand
(flexible use of knowledge)
Constructivist
Scratch
•
Cognitive flexibility - spontaneously
restructuring one's knowledge
(IDKB) Scratch is dynamic and
students can change designs on the
fly.
•
"Rich" Environment - Task Managers
- feedback as task completed electronic tutors (IDKB) Multiple tools
are embedded in Scratch
•
Knowledge is embedded in the
context in which it will be used.
Authentic tasks in meaningful
realistic settings. (Ertmer & Newby)
Students bring their knowledge to
the process. Example laundry
sorter.
Learning Environment Comparison
The Learning Activity
Objectivist
Rosetta Stone
•
Rote and sequential
•
Selective reinforcement
Constructivist
SCRATCH
•
The learner makes sense out of
his/her environment based upon
current knowledge. Scratch allow
users to scaffold from simple to
complex at one’s own pace. (Wilson)
•
Situated Cognition (IDKB)
Learning Environment Comparison
The Content
Objectivist
Rosetta Stone
•
Vocabulary and implied grammar
•
De-contextualized
Constructivist
SCRATCH
•
Multi-media rich content
•
Animation
•
Sound
•
Text
•
Free Form
•
Motion
•
Sensory
•
Builder of symbols (Jonassen)
Learning Environment Comparison
The Assessment
Objectivist
Rosetta Stone
•
Subjective evaluations with
predefined right and wrong
answers
•
Predetermined sequence of
assessment
•
Rosetta Stone provides verbal
and written accolades along
with an award certification
Constructivist
SCRATCH
•
Students make their own assessments
•
Performance Assessment is a means to
evaluate learning.
•
Higher level thinking
•
Active Responses
•
Challenging tasks multi-step
•
Complex learning (Wilson)
•
Authentic Assessment – learners must
perceive value of the assessment
(Wilson)
•
Scratch allows students to make their own
assessments through the iterative process
students can improve their models. As
students gain expertise in the process
they are able to engage in higher level
thinking.
Rosetta Stone
Objectivist Learning Environment
• An observable change in behavior
• Right and wrong answers cued
• Learning builds chronologically
• Rote and sequential
• Observable and testable
• Stimulus/response
Scratch
Constructivist Learning Environment
•
Open Source programming tool
•
Integrates sound, animation, games,
art, stories, languages, all media types
•
“Designed to help young people (ages
8 and up) develop 21st century
learning skills. As they create and
share Scratch projects, young people
learn important mathematical and
computational ideas, while also
learning to think creatively, reason
systematically, and work
collaboratively”.
http://info.scratch.mit.edu/About_Scratch
Scratch
Imagine the Potential
Disco Kiladokos
Constructivist Score Card Results
All learning is a process of construction
Multiple perspectives are supported
Learning occurs in context
Learning is mediated by tools/signs
Learning is a social-dialogical activity
Learners are distributed, multidimensional participants
in a sociocultural process
Knowing how we know is the ultimate human
accomplishement
Discovery learning (similar to 1 above)
Scaffolding
Cognitive apprenticeship or apprenticeship learning
Coaching (rather than didactic teaching)
Context
Learner control (to what degree is this supported?)
Assessment (Is it ongoing - Is it goal free )
Collaborative learning (same as 5 and 6 above)
Duffy and Cunningham
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Conclusions....
Rosetta Stone meets the criteria of an objectivist learning environment.
 Defined Outcomes
 Stimulus/Response
 Repeatable Process
Scratch meets all criteria for a constructivist learning environment.
 Dynamic outcomes
 Collaborative environment
 Rich environment
Resources
Dabbagh, N. & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and
Application. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Duffy, T., & Cunningham D. (1996). Constructivism: Implications for the design and delivery of
instruction. In Jonassen, D. H. (Ed.), Handbook of Research for Educational Communications
and Technology, New York: Simon and Schuster, 170-198..
Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical
features from an instructional design perspective. Performance Improvement
Quarterly, 6 (4), 50-72.
Jonassen, D. H. (1991). Objectivism vs constructivism: Do we need a new philosophical
paradigm? Educational Technology Research and Development, 39 (3), 5-14.
Language learning with Rosetta Stone. (n.d.) Retrieved October 13, 2009, from
http://www.rosettastone.com/
Dennen, V. P. (2003). Cognitive apprenticeship in educational practice: Research on
scaffolding, modeling, mentoring, and coaching as instructional strategies. In D.H.
Jonassen (Ed.). Handbook of research for educational communications and
technology. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Scratch. (n.d.) Retrieved from Lifelong Kindergarten Group at the MIT Media Laboratory,
October 15, 2009, http
Wilson, Brent G. (1998) Constructivist Learning Environments Case Studies in Instruction
Design. Englewood Cliffs, NJ: Educational Technology Publications.