The author describes the three bases upon which she rejects the assumption that a technology and its use are neutral: every technology predisposes a certain use; shapes habits of mind and social organizations; and is the outcome of deliberate choices made by individuals and societies. She then proposes a "triadic model" of technological…

The authors describe an Open Source approach to education. They define Open Source Education (OSE) as a teaching and learning framework where the use and presentation of information is non-hierarchical, malleable, and subject to the needs and contributions of students as they become "co-owners" of the course. The course transforms itself into an…

This article is the second in a series (see Willis, 2011) that looks at the current status of instructional design scholarship and theory. In this concluding article, the focus is on two cultures of ID work, one based on constructivist and interpretivist theory and the other based on critical theory and critical pedagogy. There are distinct…

This article focuses on the practical issues in implementing instructional approaches based on constructivist views of learning. The authors do not view this as a procedural guide, but rather believe that the design of these inquiry based learning (IBL) approaches must be guided by the view of learning represented in constructivist frameworks.…

Working in teams is an important aspect of learning in various educational settings. Although education has embraced instructional strategies that use multiple learners to facilitate learning, the benefits of team-based learning need to be substantiated. There are limited efforts to evaluate the efficacy of learning processes associated with…

Discusses some of the emerging constructivist instructional design models and suggest three guidelines for instructional design that are based on an interpretivist philosophy of science and constructivist theories of learning. Explains recursive (iterative) non-linear design, reflective design, and participatory design. (Contains 72 references.)…

Discusses electronic learning via the Internet, suggests that simply presenting information to learners may not be the best way for learning to occur, and proposes a social constructivist approach based on Vygotskian theories of learning and situated cognition. Highlights include constructivist learning; constructivist models; and an example of…

Discussion of instructional design focuses on a foundation for an alternative instructional design model based on social sciences theories from the constructivist family and on an interpretivist philosophy of science. Highlights include the role of language; and the nature of truth, or alternative conceptions of reality. (LRW)

Describes the R2D2 (Reflective, Recursive Design and Development) model of constructivist instructional design. Highlights include participatory teams; progressive problem solution; phronesis, or contextual understanding; dissemination, including summative evaluation; and a new paradigm that shifts from the industrial age to the information age.…

Introduces concepts underlying the conversational science model of self-organized learning, and explains how it can influence the systems-thinking design of tools and educational procedures. Outlines person-based learning and comparative-learning models and discusses the context of person-based learning theory, the conversational learning model,…

Discussion of constructivism in learning focuses on a working constructivist framework for electronic learning that balances the individual and social perspectives. Presents two models of electronic learning: the first uses a traditional approach that focuses on the best use of media, and the second focuses on personalization and relationships.…

Discusses the appropriate use of the instructional systems design (ISD) process and compares it to the appropriate use of the dog-breeding process according to the AKC (American Kennel Club). Topics include constructivism and objectivism, or behaviorism; instructional effectiveness; and the use of design models. (Author/LRW)

Discussion of constructivism and instructional design focuses on the development of a design model for constructivist environments that supports the construction of knowledge, a meaningful context for learning, and collaboration among learners and with the teacher. Differences between constructivist and objectivist approaches are considered.…

Discusses the evolution of constructivist learning environments and examines the collaboration of simulated software models, virtual environments, and evolving mental models via immersion in artificial realities. A sidebar gives a realistic example of a student navigating through cyberspace. (JMV)

Discusses the link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. Defines constructivism, lists three primary principles of learning and understanding, identifies eight instructional principles needed for the design of constructivist learning environments, and presents a…