SWTng 6: Tools or Instructional Design

Article #6 is by Bradley (2009) in International Journal of Pedagogies and Learning titled "Promoting and supporting authentic online conversations - Which comes first - The tools or instructional design?" The author includes 22 references and the following keywords: collaboration, constructivist learning environments, facilitator, instructional design, interaction, and teacher presence. The abstract is as follows:

"There are elements of instructional design which are fundamental to a higher education constructivist learning environment. These elements, embedded in a well-designed learning environment are necessary to promote academic discourse. The presence of communication tools alone in an online environment does not assure collaboration and construction of new knowledge. The skill of the facilitator is integral to achieving successful outcomes. This paper describes instructional design strategies which play a key role in promoting and supporting conversation which results in higher order thinking in the context of a pedagogical event conducted as a requirement of a Masters course."

In contrast to behaviorist theory, which focuses on sequence of instruction to achieve a predetermined outcome, constructivist theory focuses more on the design of the learning environment. The author states that this perspective makes the ADDIE model ill-suited for designing a constructivist online learning environment because it does not readily lend itself to a student-centered approach. It does not usually involve the students determining their own learning needs, setting their own goals, monitoring their own progress, or determining "how to reach the desired learning outcomes in a collaborative learning environment (Neo, Neo, and Xiao-Lan, 2007)" (p. 20, ). Instructional designers need new tools and models to meet the challenge. The focus must be less on teaching and more on learning, especially collaboratively.

Instead of "clearly defined concepts and skills together with a prescribed method for approaching problems" (p. 21), the learner engages in learning customized to "develop their own unique potentials and creativity so as to promote initiative, diversity and flexibility" (p.22). Thus, the design process must also be flexible and adaptable to the learning process as it progresses. The focus must therefore be on the learning environment. The author refers to a statement by Jonassen in 1991 for the following design goals for constructivist learning environments (p. 22):

• the negotiation, rather than imposition, of goals and objectives;
• task analysis consideration be given to appropriate interpretations and provision of the intellectual tools that are necessary when learners are constructing knowledge;
• the promotion of multiple perspectives of reality through these tools and within the environment;
• the provision of generative, mental construction 'tool kits' embedded in relevant learning;
• environments that facilitate knowledge construction by learners; and
• evaluation should become more goal-free and reflective (Lefoe, 1998)

Again citing Lefoe (1998), the author lists four common threads that are fundamental in creating a constructivist learning environment: context, collaboration, conversation, and construction.

The main problem with this article is the abundance of secondary sources. Repeatedly, the author uses "cited in" to give a citation. Perhaps that's part of the reason there are only 22 references.

REFERENCES

Bradley, J. (2009). Promoting and supporting authentic online conversations - Which comes first - The tools or instructional design? International Journal of Pedagogies and Learning, 5(3), pp. 20-31.

Lefoe, G. (1998). Creating constructivist learning environments on the web: The challenge in higher education. Retrieved May1, 2009, from http://www.ascilite.org.au/conferences/sollongong98/asc98-pdf/lefoe00162.pdf

Neo, M., Neo, T.K. and Xiao-Lian, G.T. (2007). A constructivist approach to learning an interactive multimedia course: Malaysian students' perspectives. Australasian Journal of Educational Technology, 23(4), pp. 470-489. Retrieved May 3, 2009, from http://www.ascilite.org.au/ajet/ajet23/neo.html