Transcript Class Presentation: Comparison and Constrast Assignment

A Comparison and Contrast
in
Online Professional Development
lynda.com
icouldbe.org
Compare and Contrast Presentation by Sazara Johnson and Katrina Joseph
Compare & Contrast Chart
lynda.com Website
Objectivist Environment
icouldbe.org Website
Constructivist Environment
Reality
(real world)
External to the knower
Structure determined by entities,
properties, and relations
Structure can be modeled
Determined by the knower
Dependent upon human mental activity
Product of mind
Symbolic procedures construct reality
Structure relies on
experiences/interpretations
Mind
Processor of symbols
mirror of nature
Abstract machine for manipulating
symbols
Builder of symbols
Perceiver/interpreter of nature
Conceptual system for constructing
reality
Thought
Disembodied: independent of human experience
Governed by external reality
Reflects external reality
Manipulates abstract symbols
Represents (mirrors) reality
Atomistic: decomposable into
“building blocks’
Algorithmic
Classification
What machines do
Embodied: grows out of bodily
experience
Grounded in perception/construction
Grows out of physical and social
experience
Imaginative: enables abstract thought
More than representation (mirrors) of reality
Gestalt properties
Relies on ecological structure of
conceptual system
Building cognitive models
More than machines are capable of
Meaning
Corresponds to entities and categories in the world
Independent of the understanding of
any organism
External to the understander
Does not rely on correspondence to world
Dependent upon understanding
Determined by understander
Symbols
Represent reality
Internal representations of external
reality (“building blocks”)
Tools for constructing reality
Representations of internal reality
Table 1: Assumptions Inherent in Objectivism and Constructivism, “Objectivism and Constructivism: Do We Need a New Philosophical Paradigm,”
Jonassen, David
Reality (real world)
Objectivism
1. External to the knower
2. Structure determined by entities, properties, and relations
3. Structure can be modeled
•
•
•
Software Training
Online Library of Training Movies
Learners are professionals seeking to
improve their software skill sets
Jonassen:
--The important metaphysical position that
objectivism makes is that the world is real,
that it is structured, and that its structure
can be modeled for the learner.
Reality (real world)
Reality (real world)
Reality (real world)
Reality (real world)
Reality (real world)
Constructivism
1.
2.
3.
4.
5.
•
•
•
•
Determined by the knower
Dependent upon human mental activity
Product of mind
Symbolic procedures construct reality
Structure relies on experiences/interpretations
Soft Skills Training
Online Mentor to Mentee Environment (also Mentor to Mentor)
Learners are junior high and high school students
Some learners must complete the tasks as part of a class assignment
Elizabeth Murphy:
--Student-directed Goals
--Learner Control
--Multiple Perspectives (yl/Sm)
--Alternative Viewpoints
Reality (real world)
Reality (real world)
Reality (real world)
Reality (real world)
Reality (real world)
Reality (real world)
Features:
Murphy’s Problem-Solving and Case-based Curriculum
Mind
Objectivism
1.
2.
3.
•
•
Processor of symbols
Mirror of nature
Abstract machine for manipulating symbols
Learners view step-by-step procedures narrated by trainers
Learners control the pace of their learning
Jonassen:
--The epistemology of objectivism holds
that the purpose of the mind is to mirror
that reality and its structure.
Mind
Constructivism
1.
2.
3.
•
•
Builder of symbols
Perceiver/interpreter of nature
Conceptual system for constructing reality
Learners are guided through a curriculum designed to prepared them
for their chosen profession
Learners must accomplish tasks in order to advance
Murphy:
AUTHENTIC ACTIVITIES
KNOWLEDGE CONSTRUCTION
Thought
Objectivism
1.
2.
3.
4.
5.
6.
7.
8.
•
•
Disembodied: independent of human experience
Governed by external reality
Reflects external reality
Manipulates abstract symbols
Represents (mirrors) reality
Atomistic: decomposable into “building blocks’
Algorithmic
Classification - What machines do
Learners mirror the movies using exercise files
A short video at the beginning introduces the learner
to the trainer followed by the instruction
Thought
Constructivism
1.
2.
3.
4.
5.
6.
7.
8.
9.



Embodied: grows out of bodily experience
Grounded in perception/construction
Grows out of physical and social experience
Imaginative: enables abstract thought
More than representation (mirrors) of reality
Gestalt properties
Relies on ecological structure of conceptual system
Building cognitive models
More than machines are capable of
Learners communicate with mentors who are experts in their fields
Learners ask questions and share experiences
Mentors provide scaffolding Jonassen:
THOUGHT
MURPHY:
--Grows out of physical and social experience
--Previous Knowledge
--Imaginative: enables abstract thought
Constructions
--Grows out of bodily experience
--Consideration of Errors
COMPLEX THINKING (Design of CLEs)
Meaning
Objectivism
•
•
•
•
•
Corresponds to entities and categories in the world
Independent of the understanding of any organism
External to the understander
Meaning has been constructed by the software developers
Learners know they have mastered the software training when
they can perform the same tasks without guidance
Meaning
Constructivism
1.
2.
3.



Does not rely on correspondence to world
Dependent upon understanding
Determined by understander
Meaning is constructed by the learners
Learners share their thoughts and experiences through
email and on discussion boards
Feedback is given by the mentors
Symbols
Objectivism
1.
2.
•
•
•
Represent reality
Internal representations of external reality (“building blocks”)
Real problems are addressed in each movie
Learners can view a list of all of the movies he/she has viewed
Learners can use the movies for quick reference
Symbols
Constructivism
1.
2.



Tools for constructing reality
Representations of internal reality
Mentors and mentees post profile pages to introduce themselves
(i.e. interests, hobbies, photos)
The online environment is enhanced with a 3D avatar to guide the
learner
Learners have access to training movies, email, and discussion boards
References
Dabbagh, Nada “What is Authentic Learning” September 25, 2007
from Advanced Instructional Design Class: Edit 732
Jonassen, David H "Objectivism versus Constructivism: Do we Need a
New Philosophical Paradigm?" Educational Technology Research
Development 39 (1991) 5-14
Jonassen, David H “Welcome to the Design of Constructivist Learning Environments”
Retrieved October 2007 (1-3)
Murphy, Elizabeth "Constructivist Checklist" Retrieved September 24,2007
from http://www.stemnet.nf.ca/%7Eelmurphy/emurphy/cle4.html
Website: lynda.com – http://www.lynda.com/
Website: icouldbe.org – http://icouldbe.org/