A Constructivist Design and Learning Model: Time for a Graphic.

Autor/inn/en	Rogers, Patricia L.; Mack, Michael
Titel	A Constructivist Design and Learning Model: Time for a Graphic.
Quelle	(1996), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Art Education; Constructivism (Learning); Course Objectives; Design Requirements; Educational Theories; Evaluation Criteria; Grade 5; Higher Education; Instructional Design; Instructional Materials; Intermediate Grades; Models; Production Techniques; Student Motivation; Student Projects; Time on Task; Writing Assignments + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Design preferences; Gestaltungsmittel; Educational theory; Theory of education; Bildungstheorie; School year 05; 5. Schuljahr; Schuljahr 05; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mittelstufe; Analogiemodell; Production engineering; Produktionstechnik; Schulische Motivation; Schulprojekt; Zeitaufwand
Abstract	At the University of Minnesota, a model, visual representation or "graphic" that incorporated both a systematic design process and a constructivist approach was used as a framework for course design. This paper describes experiences of applying the Instructional Context Design (ICD) framework in both the K-12 and higher education settings. The first application involved creating a fifth grade writing assignment that was motivating, short-term, and still incorporated both research and creativity. The second application involved developing a post-baccalaureate course called "Art Media Techniques: Computers." The ICD concept seemed to work well as a framework for developing the courses within the constructivist philosophy; the paper includes discussion on the origins of that concept and on two sets of relevant theoretical criteria. Dunn's modified questions for constructivist design focus on whether the materials are appropriate to the learning outcome: if they include adequate instruction on the subordinate skills; if they are clear and readily understood by representative members of the target group; the motivational value and relevance of the materials; and whether they can be managed efficiently in the manner mediated. Richey identified six core elements of systematic design processes, which include: determining learner needs; determining goals and objectives; constructing assessment procedures; designing and/or selecting delivery approaches; testing the instructional system; and installing and maintaining the system. It was concluded that attention to the context of learning and to how that context facilitates learning, is the "value added" by adopting a constructivist epistemology in instructional design. (Contains 19 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC