Learning in a Constructivist Computer Lab

Constructivism Meets Technology

In constructivist In a constructivist On the MicroWorlds learning Using MicroWorlds… computer lab… in Action site… environments… learners actively most activities are learners exercise extension activities construct project-based. problem-solving and for each project knowledge. critical thinking encourage skills in a rich exploration and environment. extend new skills. learning is student- learners work at learners can be learners may sample centered and their own pace on creative in designing or explore project internally driven. projects of their presentations, folders in any order, own choosing (as games, simulations, based on theme or much as possible). geometric designs, programming animations, more. emphasis. learners engage in computers are tools learners conceive of students may explore authentic tasks in for meaningful a project, determine FAQs; programming meaningful, relevant learning, creating, the steps involved in vocabulary; (and sometimes real- and thinking… not making this idea a interactive projects world) contexts. for practicing reality, and share with notes, already-learned their finished procedures, and skills. project with others. extension activities. new knowledge is when a new skill or the turtle gives folder themes are constructed in the concept is students a context based on familiar context of the presented, each for new knowledge activities. Projects learner's prior student has a chance as they "teach the within each folder knowledge, to apply new turtle new words" are sequenced, experiences, and knowledge in a and watch the turtle building on skills and beliefs. personally follow instructions concepts introduced meaningful way. they have written. earlier in the folder. reality is often learners are there are often extension activities represented in more encouraged to numerous possible for each project than one way. consider more than solutions to one encourage the one way to solve a programming or learner to problem. One lesson design challenge. experiment with can lead to many different solutions

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implementations. to a problem. learners learn about learners create new learners learn how extension activities learning: creating systems of meaning to communicate new for each project help not just new as they plan, knowledge to the the learner reflect meanings but new develop, evaluate, computer using its on the learning systems of meaning. and revise a project existing knowledge experience and apply - a stepping stone to base; how to debug it in new contexts. more complex work. errors; etc. activities are often software becomes a learners create a learners can explore hands-on and always canvas for creative new world through interactive projects engage the mind. exploration, through commands issued to with buttons and graphic design, the computer. Also, sliders, before and programming, word the help menu during the process of processing, spread- models new terms learning the skills sheets, meaningful and concepts involved in creating Web work through small each project. interactive projects. learners reflect learners reflect, learners test and extension activities thoughtfully on their discuss, and evaluate debug each small promote reflection experiences. their projects and piece of the puzzle, on big ideas and their choices. revamping the details, providing project plan as aconstructivist needed. means of self- assessment, peer assessment, and teacher assessment. learning is a social teams of learners learners often turn projects are well- activity; learners may work together to peers for ideas suited for group or tend to construct to develop projects. and support as they solo exploration. knowledge through Learners turn to develop and debug a Extension activities collaboration rather peers for testing project. Projects facilitate peer than competition. and feedback and may be shared on assessment. may be trained to the Internet with help mentor peers. the free web player. learning takes time. learners may develop the rich multimedia all activities are self-

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and complete environment inspires paced; in-depth or projects at their learners to tackle cursory exploration own pace. ambitious projects. is possible. learning involves teachers ask open- learners explore a self-help is language. ended questions new form of encouraged through stimulating learners communication: FAQs, project notes, to analyze, predict, conveying new and sample and discuss the meanings to a procedures. learning process computer through a Extension activities with their peers. programming promote discussion language. and analysis. assessment becomes a learner, peers, and a learner self- extension activities part of the learning the teacher may be assesses a project encourage self- process. involved in assessing frequently and assessment (and projects, with a incrementally by sometimes external focus on sharing and testing procedures assessment) at refining skills and and by sharing the different levels of concepts rather project with others. complexity. than on grades.

OWL's MicroWorlds in Action site is at: http://mia.openworldlearning.org (Look for more information and resources on constructivism in the Welcome section.)