Compare and Contrast Assignment

Objectivism and Constructivism

By Sally Byrd and Susan ConradEDIT 732, Fall 2009

Learning Environments Analysis

• Our Learning Environments• Rosetta Stone Language Learning• Scratch Computer Programming Learning

 • Analysis – Objectivism vs. Constructivism

 • Conclusion

 

Learning Environments

SCRATCH

Constructivist

Rosetta

Stone

Objectivist

Rosetta Stone

• Language Learning software

• “Dynamic Immersion”

• “introduce new words and concepts in a carefully designed sequence”

http://www.youtube.com/watch?v=mSbjSUguctY

Scratch

• Computer programming learning

• Create interactive stories, animations, games, music, and art

• Share with others

http://vimeo.com/2106986

Objectivism Overview

  •Knowledge exists independent of the individual

•Knowledge is separate from the individual’s experience¹

•Learning occurs with an observable change

•Rote and sequential learning

•Learning is observable, testable, quantifiable

•Stimulus/response facilitates learning²

Ref. 1: Dabbagh & Bannan-RitlandRef. 2: Ertmer & Newby

Constructivism Overview• Reality is in the mind of the knower.

The knower constructs his/her reality by interpreting personal experiences which become a “personal and individualistic” knowledge base.¹

• Learning is an active process²

• The context of learning is as important as the knowledge- the social experience and collaboration³

• Multiple perspectives to problem-solving

• Multiple modes of transmitting knowledge

Ref. 1: JonassenRef. 2: Duffy and CunninghamRef. 3. Dabbagh & RitlandRef 4. Wilson

 

Learning Environment ComparisonThe Learner  Objectivist

Rosetta StoneConstructivist

Scratch

• The learner is presented with only one correct answer.

• The learner follows a linear, structured and preprogrammed approach.

• The learner constructs his/her own meaning from the resources within a rich environment utilizing tools such as commands, sprites, colors, and actions.. (Wilson)

• The learner can utilize collaboration methods to abstract knowledge. Learners may share their projects, including design methodologies with other learners (Dabbagh & Ritland)

• Learners can improved upon previous designs utilizing an iterative approach to learning new concepts. (ILDF model-Debbagh & Ritland)

• Multiple ways of structuring world and its entities (IDKB

 

Learning Environment Comparison

The Learner  ObjectivistRosetta Stone

ConstructivistScratch

The learner chooses from preselected answers

The learner creates from tools in a rich environment.

 

Learning Environment Comparison

The Teacher  ObjectivistRosetta Stone

ConstructivistScratch

• Teachers determine which cues can elicit the desired responses. (Ertmer) Rosetta Stone presents a group of words and pictures for the user to select the “right” answer.

• Practice situations are paired with target stimuli giving no optional choices to the learner. (Gropper, 1987) Rosetta Stone identifies what scenarios to show the learners and what order these should be presented to the learner. All learning is linear.

• There are experts and tutors to facilitate learning utilizing Goal and Case based learning (Wilson). Scratch promotes forums and collaborative projects to encourage learning.

• Distribution of cognition (rhizome of the mind) through environment staging is a role of the teacher. (Duffy and Cunningham)

• Cognitive Apprenticeship in which students learn from other students by accessing their online code(Paz Dennen)

• Scaffolding of tasks where students advance their skills through accomplishments (Paz Dennen)

 

Learning Environment ComparisonThe Learning Context

ObjectivistRosetta Stone

ConstructivistScratch

• The real world exists outside of the learner independent of the learners experiences (Jonassen).

• Use of cues, shaping and practices to elicit a response (Ertner & Newby).

• Complex sequencing of tasks

• Create novel and situation-specific understandings by "assembling" knowledge from diverse sources appropriate to the problem at hand (flexible use of knowledge) 

• Cognitive flexibility - spontaneously restructuring one's knowledge (IDKB) Scratch is dynamic and students can change designs on the fly.

 • "Rich" Environment - Task

Managers - feedback as task completed - electronic tutors (IDKB) Multiple tools are embedded in Scratch

• Knowledge is embedded in the context in which it will be used. Authentic tasks in meaningful realistic settings. (Ertmer & Newby) Students bring their knowledge to the process. Example laundry sorter.

 

Learning Environment Comparison

The Learning Activity  Objectivist

Rosetta StoneConstructivist

SCRATCH

• Rote and sequential • Selective reinforcement

• The learner makes sense out of his/her environment based upon current knowledge. Scratch allow users to scaffold from simple to complex at one’s own pace. (Wilson)

 • Situated Cognition (IDKB) 

 

Learning Environment Comparison

The Content  Objectivist

Rosetta StoneConstructivist

SCRATCH

• Vocabulary and implied grammar • De-contextualized

• Multi-media rich content• Animation• Sound• Text• Free Form• Motion• Sensory

• Builder of symbols (Jonassen)

 

Learning Environment Comparison

The Assessment  ObjectivistRosetta Stone

ConstructivistSCRATCH

• Subjective evaluations with predefined right and wrong answers

• Predetermined sequence of assessment

• Rosetta Stone provides verbal and written accolades along with an award certification

• Students make their own assessments

• Performance Assessment is a means to evaluate learning.

• Higher level thinking• Active Responses• Challenging tasks multi-step• Complex learning (Wilson)

• Authentic Assessment – learners must perceive value of the assessment (Wilson)

• Scratch allows students to make their own assessments through the iterative process students can improve their models. As students gain expertise in the process they are able to engage in higher level thinking.

Rosetta StoneObjectivist Learning

Environment• An observable change in behavior

• Right and wrong answers cued

• Learning builds chronologically

• Rote and sequential

• Observable and testable

• Stimulus/response

ScratchConstructivist Learning

Environment• Open Source programming tool

• Integrates sound, animation, games, art, stories, languages, all media types

• “Designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively”. http://info.scratch.mit.edu/About_Scratch

ScratchImagine the Potential

Disco Kiladokos

Constructivist Score Card Results

All learning is a process of construction YesMultiple perspectives are supported YesLearning occurs in context YesLearning is mediated by tools/signs YesLearning is a social-dialogical activity YesLearners are distributed, multidimensional participants in a sociocultural process YesKnowing how we know is the ultimate human accomplishement YesDiscovery learning (similar to 1 above) YesScaffolding YesCognitive apprenticeship or apprenticeship learning YesCoaching (rather than didactic teaching) YesContext YesLearner control (to what degree is this supported?) YesAssessment (Is it ongoing - Is it goal free ) YesCollaborative learning (same as 5 and 6 above) Yes

Duffy and Cunningham

Conclusions....

 Rosetta Stone meets the criteria of an objectivist  learning environment.

Defined Outcomes Stimulus/Response Repeatable Process

    

Scratch meets all criteria for a constructivist learning environment.

Dynamic outcomes Collaborative environment Rich environment

ResourcesDabbagh, N. & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and Application. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Duffy, T., & Cunningham D. (1996). Constructivism: Implications for the design and delivery of instruction. In Jonassen, D. H. (Ed.), Handbook of Research for Educational Communications and Technology, New York: Simon and Schuster, 170-198..

Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement

Quarterly, 6 (4), 50-72. Jonassen,  D. H. (1991). Objectivism vs constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39 (3), 5-14.

Language learning with Rosetta Stone. (n.d.) Retrieved October 13, 2009, from http://www.rosettastone.com/

Dennen, V. P. (2003). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. In D.H. Jonassen (Ed.). Handbook of research for educational communications and technology. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

Scratch. (n.d.) Retrieved from Lifelong Kindergarten Group at the MIT Media Laboratory, October 15, 2009, http

Wilson, Brent G. (1998) Constructivist Learning Environments Case Studies in Instruction Design. Englewood Cliffs, NJ: Educational Technology Publications.