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Improvement: 7 Steps
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CLE Design
CLE Development
CLE Implementation
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CLE & Time
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About CLEs
This material has been derived from an experiment in the use of a wiki to
capture key insights, experiences and knowledge in the design, development and implementation of
constructivist learning environments (CLEs)
This page provides an overview of the characteristics of constructivist learning environments
(see below)
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CLE Design - draws together matters for attention in the design process
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CLE Development - outlines the developmental steps in the achievement of the CLE
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CLE Implementation - identifies the operational principles that need to be developed in order to ensure the success of participants in CLE
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CLE Evaluation - provides an evaluation framework for examining the success or otherwise of CLE
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CLE & Time - discusses the possibility that use of CLEs might be more natural under certain circumstances and less natural under others
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Case Studies - a site for capturing CLE case studies
A socio-constructivist environment facilitates knowledge construction Reference [1] - (Jonassen 1994) by:
- Providing multiple representation of reality
- Representing the natural complexity of the real world
- Focusing on knowledge construction, not reproduction
- Presenting authentic tasks
- Providing real-world, case-based learning environments, rather than pre-determined
instructional sequences
- Fostering reflective practice
- Enabling context and content dependent knowledge construction
- Supporting collaborative construction of knowledge through social negotiation
That is an environment that fosters:
- Cognitive apprenticeships
- Modelling, scaffolding, coaching, exploration, articulation and reflection (Conway 1997)
- Situated learning or cognition
- Task-based, project-based and content-based learning (Warschauer and Healey 1998)
- Collaborative learning
- Learners work together towards a common goal
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