Chapter 6
Modern Learning models,
learning environments
and learning with technology
Our focus will be on 3
educational models - theories
1. Constructivism
2. Situated learning
3. Learning communities
1. Constructivism
• Knowledge is constructed and requires an innate
ability to reason
• student is the focus of the whole process.
• student acts as a teacher of himself or herself
• student is required to gradually become
autonomous
• Students communicate with each other and share
their understandings, feelings, knowledge and
experience, to come up with new knowledge
1. Constructivism
• teacher becomes a Facilitator, encouraging students
to interact, to exchange views and to construct the
knowledge based to their needs, to learn how to
learn in order to be self-educated
• old knowledge is activated, there is a socio-cognitive
conflict due to a lack of old knowledge or different
ways of interpreting that results in a higher level of
cognitive balance, transformation and the
emergence of new knowledge – engage students in
productive cognitive activity
• students change perceptions, engage in conflicting
socio-cognitive situations through which they
become trapped in learning
2. Situated learning
It is based on two basic principles:
(1) It is foolish to assume that there is knowledge
outside a particular contextual context, abstract or
general in nature. It is necessary for knowledge to
be placed and learned in authentic contextual
contexts, that is, contexts that incorporate
knowledge within empirical contexts.
(2) new knowledge and learning is found within
learning communities and requires social
interaction and teamwork
2. Situated learning
provide valuable ideas for new educational
practices
• Learning to be realized through interactions between
individuals and experiential experiences
• Teachers continually offer new opportunities to
students to become learners in and out of the
classroom – Learning communities
• There is a close link between knowledge and action
• it is more useful to view intelligence (and learning) as
'distributed' in the world than as being 'closed' in the
watertight contexts of our minds.
2. Situated learning
Learning that takes place in the same authentic
context as it is applied
• students become involved in a community of
practice
• students are not taught thought structures or
conceptual models of understanding the world,
but participate in contextual environments that
are already structured
• learning is both the process and the result of the
blending of activity, the environment and the
culture in which it is carried out - - it is situated
2. Situated learning
Learning that takes place in the same authentic
context as it is applied
• active participation of students in a real world or
near real world context
• valid peripheral participation is ensured
• students firstly hang around on the edge of the
important stuff, do the peripheral jobs and
gradually are assigned to more important ones
• students should always be regarded after theirs
achievements
3. Communities of learning
Learning is a participatory process and builds on
dialogue
• goes back to the SOCRATES time
• knowledge is not found solely within each
individual, individually, but in the whole
• knowledge is acquired by being in a community –
Learning Community
• Within the learning community, people
concerned, reflect, and interpret events and
situations
3. Communities of learning
Learning within communities can take many forms
and bring to the surface multiple dimensions of the
learning process.
• learning communities are 'directly' present in
space-time (face-to-face)
• learning communities are ‘virtual', that is, with
the help of technology (virtual communities)
3. Communities of learning
• Cognitive presence
Learners are able to construct and confirm meaning
through sustained reflection and discourse in a
critical community of inquiry - higher-order thinking
and learning
• Social presence
Learners participate in a community of inquiry to
project themselves socially and emotionally.
• Teaching presence
The design, facilitation and direction of cognitive and
social processes for the purpose of realizing
personally meaningful and educationally worthwhile
learning outcomes".
Technology and modern training models
Conditions for the successful integration of
technology into the curriculum
• The computer as a tool of thought and
perception (cognitive tool)
• Teaching teachers how to use it effectively
technology within the syllabus
• Restructuring the syllabus so that technology can
be exploited as effectively as possible
• Investing in the logistics of schools and
educational organizations.
Technology and modern training models
Conditions for the successful integration of
technology into the curriculum
• Continuous technological evaluation, review
and improvement innovation
• Involvement of teachers in organizational
processes, implementation and evaluation of
innovation
• Recognize the idea that learning is “situated”
• Using web technologies to create and support
learning communities.
Instructional Design Models
There are plenty of design models that help us
understand the learning and design needs of
each case.
Instructional Design Models
There are plenty of design models that help us
understand the learning and design needs of
each case.
Instructional Design Models
There are plenty of design models that help us
understand the learning and design needs of
each case.
Instructional Design Models
Instructional Design Models
The ADDIE MODEL
Instructional Design Models
Instructional Design Models
Instructional Design Models
The ASSURE MODEL
Analyze Learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise
Instructional Design Models
The ASSURE MODEL
Analyze Learners
State objectives
Select media and materials
Utilize media and materials
Require learner participation
Evaluate and revise
Instructional Design Models
Instructional Design Models
Instructional Design Models
Instructional Design Models
COMMON POINTS AND PRACTICES
• Knowledge: It is not just transmitted,
it is built – CONSTRACTIVISM
• Meaning (knowledge) is negotiated
through the social transaction of
prior social experiences and current
discourse.
Instructional Design Models
The components of a constructive learning
environment (CLE) are:
a) Problem: The question that guides work towards
achieving goals
b) Environment: Where the problem occurs in ways
that are validly represented.
c) Simulation of the problem: Real situations are
assimilated with plausible consequences, which
offer the same cognitive challenges as the real
world.
d) Troubleshooting Area: Opportunities
and tools for troubleshooting and finding solutions.
Provide feedback.
Instructional Design Models
• Relevant Cases: Representation of cases that are
relevant to reality. Thus, memory is supported
and understanding – CASE STUDY.
• Information sources: Providing information
when needed during a learning experience to
support understanding and solving a problem –
TROUBLE SHOOTING
Instructional Design Models
Cognitive tools:
Assist in the visualization and representation,
organization, automation (in some cases) of
knowledge and various practices.
a) Problem / activity representation tools
b) Knowledge modelling tools
c) Activity support tools
d) Data collection tools
e) Communication and collaboration tools
f) Social support and support through the learning
environment
Instructional Design Models
BECOME A «COGNITIVE BEHAVIOURAL THERAPIST»
• Cognitive Behavioural Therapy or CBT as it is
more commonly referred to is a therapy that
focuses on assessing the particular ways in
which individuals think, behave, perceive, act
and react.
• a powerful and practical tool for personal
exploration, problem solving and development
• solution of learning, by practice and repetition,
new ways of dealing with difficult situations
Instructional Design Models
The SAM MODEL
Instructional Design Models
Instructional Design Models
Instructional Design Models
More
Instructional Design Models
ACTIVITY 6
Describe in 300 words a learning model and analyse how this is reflected in the
design of your online lesson.
Also, comment on the opinions of 2 of your fellow students.
