7W:135
Computer Applications for Instruction
Spring, 1997
Sect. 1David Klein

Advance Organizer 8
(Constructivism & Other Paradigms)
Cooper, P. (1993). Paradigm shifts in designed instruction: From behaviorism to cognitivism to constructivism.

  1. What is behaviorism? How is it most effective in computer-based instruction?

  2. What is cognitivism? Explain how the intelligent tutoring model is a natural consequence of cognitivism.

  3. How is cognitivism different from behaviorism?

  4. What is constructivism? How is it different from behaviorism and cognitivism?

  5. What is objectivism? How does this relate to constructivism?

  6. How has the shift from behaviorism to constructivism changed computer-based instruction? Can you envision implications for the future?

Savery, J. & Duffy, T. (1995). Problem based learning: An instructional model and its constructivist framework.
  1. State and explain the three primary propositions of constructivism according to the authors.

  2. State and explain the eight design principles that come out of constructivism, according to the authors.

  3. What is Problem Based Learning? Explain its basic characteristics. How can it be viewed as an constructivist learning methodology?

Gruender, C.D. (1996). Constructivism and learning: A philosophical appraisal.
  1. What is positivism? (If you can't get an adequate definition from the text, you might look it up.)

  2. What are constructs? Why are they worth talking about?

  3. Why does knowledge about constructivism alone NOT help us create good computer-based instruction? What do we need to know before we can create good CAI?

Merrill, D. (1991). Constructivism and instructional design.
  1. What is ID2? Why was ID2 created?

  2. Define mental model. Why does the Knowledge Representation assumption contradict constructivist philosophy? Do other ID2 assumptions contradict constructivism? If so, how?

  3. What are instructional transactions? Why are they an important focus for the author?

  4. What are the advantages of ID2?

Cognition and Technology Group at Vanderbilt. (1991). Designing learning environments that support thinking: The Jasper series as a case study.
  1. Write down a brief definition of affordances as best you can from its description in the article.

  2. What are analog problems? Why do they make the Jasper series particularly useful?

  3. Define generative learning and explain how it fits into constructivist ideas. What is anchored instruction?

  4. Briefly describe the three models of instruction for the Jasper series and explain the advantages and disadvantages of each.

  5. How can student assessment of learning be done for each model of instruction?

  6. The Jasper series is NOT computer-based instruction. How might the series influence computer-based instruction?

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