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Notions:
scaffolding, feedback, social, context, collaborative, peer, constructivism

** Characteristics of constructivism **

Three-stage process proposed by the authors that can be used in many settings (including diagram):

1. Designing learning tasks

open-ended learning environments

- authentic context
- authentic activities (give meaning and structure but little directed content) such as task-based, problem-based learning and case study
- authentic assessment seamlessly integrated in the activity, able to provide criteria for marking varied products

According to Toohey, designing activities around outcome results in a performance-based approach though (but authors explanations make sense)

2. Designing learning supports (elements used to provide scaffolding)

usefulness of peer work

- creating collaborative learning activities
- coaching and scaffolding of learning by the teacher and other students
- providing opportunities and support for reflective learning
- encouraging articulation and expression of understanding

3. Designing learning resources

suggestions that content should assume a far lesser role in the design process
use of a variety of resources to provide perspective and leave freedom as far as learning trajectory is concerned

- access to expert performances and the modelling of processes
- multiple roles and perspectives

Examples of programs designed using that framework

www.ingentaconnect.com/...jsessionid=f07iri3afemkt.alice - Preview

e-learning design ECDEL_MSc feedback social collaborative context peer