Moving from theory to practice in the design of web-based learning from the perspective of Constructivism

Abstract

This paper describes the design of a web-based learning module according to a framework drawing on constructivist theories. The aim was to operationalize concepts such as authenticity, collaborative knowledge sharing, sense-making and viewing multiple perspectives as they relate to the design of e-learning opportunities. The prototypical module was designed for practitioners such as teachers and structured around interpreting and responding to a problem. The module consists of a problem model and relies on use of a discussion forum and a shared workspace to support negotiation of interpretation and experience. Also included are 60 streamable video segments presenting multiple perspectives on the problem. Results of the design process provide insight into ways in which constructivist principles and concepts can be translated into practical solutions for the provision of e-learning content. The module illustrates a way in which learning experiences can inform and be informed by practice.