Constructivist learning and multimedia Ian Hart, Gray Williams, Denis Meyer CAUT Ecology & French Biodiversity
The Constructivist Credo Knowledge is constructed by the learner Many world views can be constructed: there are multiple perspectives Knowledge is dependent on context Learning is mediated by tools and signs Learning is a social-dialogical activity Knowing how we know is the ultimate human accomplishment
Traditional vs Constructivist Teach sequences of skills graded from low-level to high- level Assist students to learn through problems, explore possibilities, develop products and presentations Curriculum design
Traditional vs Constructivist Match clear objectives with assessment tests Develop global goals which require generalised abilities such as problem solving and research Instructional design
Traditional vs Constructivist Stress on individual achievement Stress on collaboration and group work Student goals
Traditional vs Constructivist Formal classroom instruction, lectures, worksheets, mastery activities, tests Informal atmosphere, open-ended questions, research and development, learning portfolios, descriptive assignments. Teaching strategies
Implications for developers The student brings prior learning and beliefs to the task Be aware of implicit assumptions (eg. cultural values) cultural values Provide scaffolding and context
Lemonade Stand : mathematics with cultural implications
Implications for developers The student is in control of the learning experience (of the program) Logical, instinctive navigation is vital “Democratic” vs algorithmic structure Menus can provide scaffolding (eg. concept maps) concept maps
“Democratic” structure with concept map
Implications for developers Learning is often collaborative Opportunities for different world views and alternative solutions different world views
Different world views : Les Hongkongaises
Implications for developers Learning experiences should be in context Multimedia can provide realistic experiences and simulations Video and immersive media can promote engagement immersive media
Immersive media puts learning in context The Virtual Beach (QTVR)
Implications for developers Assessment involves evaluating evidence of knowledge construction Open-ended problems Unstructured data Tools for knowledge constructionknowledge construction
Knowledge construction in Action : Multimedia in Architecture
Implications for developers The program should develop the student’s metacognitive abilities Scaffolding and reflective devices: Concept maps Advance organisers Evaluative assignments Action research approach
Examples Architecture Ecology & Biodiversity French Overall objectives Production strategy Teaching-leaning strategy Evaluation
Multimedia for Architects Dept of Architecture/CAUT 2001 Year 4 course Students work collaboratively to communicate complex architectural concepts to lay & professional audiences using multimedia Medium : CD-ROM (for assessment)
The virtual lecture Virtual School of Ecology & Biodiversity (HKU-Nottingham) Provide an on-line data bank of high- quality lectures from experts in the field Provide tools for deconstruction and analysis Medium : CD-ROM and Internet Player
Les Hongkongaises Dept of French/CAUT Student-centred material Promote viewer identification Communicative competence approach “Errors” are viewed as valuable data Contextualisation Medium : CD-ROM
Seminar 2 : Production 11 May Digital media and multimedia The iShell authoring environment Production strategies and the Interactive Media Group