P-+Vygotsky's+Constructivism

  This page will discuss the Theory of Constructivism and its application to Instruction but with the concentration on the works of Lev Vygotzky. A Soviet psychologist who developed //Genetic// approach to the development of concepts in early childhood and youth, tracing the //transition// through a series of stages of human development, based on the development of the child's social practice. His works were published after his death in 1934 and suppressed in 1936 and were not known in the West until 1958 ([|http://www.marxists.org]).

To start, let us first define Constructivism. A simple way to understand Constructivism is to realize that it is a theory based on observation and scientific study about how people learn. The theory premise that we are active creators of our own knowledge. This means, we ask questions, explore answers and assess what we know. It is very important to know that in Instructions, using the Learning Theory of Constructivism, the are learners allowed and expected to gain the knowledge and learning on their own but with the support and monitoring of the people or person who are expert on the subject.

David Jonassen et al. define constructivism as the individual student forming knowledge herself, and not "relying on what someone else says is true". In constructivism, the student acts as the creator of her own meaning. According to Jonassen et al., conversation and collaboration are also key words in the constructivist approach to learning.1 Jonassen, David, et al. "Constructivism and Computer-Mediated Communication in Distance Education." //The American Journal of Distance Education//. 9.2 (1995) : 7-26.

In constructivist theory, the learner is viewed as an active participant in the instructional experience, developing knowledge through a process of perception and meaning making. Situations, activities and social interactions are constantly challenging the learner's understanding. "Knowledge or cognition in the constructivist view is perceived to be indexed or linked to the experiences in which it was learned, which results in multiple representations and infinite juxtapositions. Rather than acquiring concepts as abstracts, self-contained entities, a person acquires useful knowledge through understanding of how knowledge is used by group of practitioners or members of the community" Dabbagh, Nada, et al. "Online Learning Concepts, Strategies and Application (2005) : 167

In constructivism, the learners create meaning by generating associations between and among elements in the instructional environment. Vygotsky is rightfully considered to be the "founding father" of what is now known as "dynamic assessment" (Minick, 1987; Guthke & Wingenfeld, 1992; Lidz, 1995). This means that Vygotsky believed that a learner can learn more if he/she is being assessed on a regular basis. In the present interpretation, assessor can be a software, a supervisor, a colleague or an organization.

Remember that the basic principle of Constructivism is what Confucius said:


 * = ==**"Tell me and I may forget.** ==


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Vygotsky believed that we are a part of a social learning. We are just a piece of the social. We learn from others and others learn from us. Vygotsky showed a strong relationship between the educator and the educated. To better understand this, let us review the two theories he authored the More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).

More Knowledgeable Other  This theory of Vygotsky refers to the person who has a better understanding of the subject. But we should not be confused about who could be the MKO. Most often people thought that the MKO is an older adult like a teacher or a parent. Let say you needed to learn how to use a Web Content Management like JOOMLA. As a student you do not need to go to your teacher to ask him or her how to use the software. Your next door neighbor website geek can answer most of your questions. He can show you how to use the program and train you how to be an expert later on.
 * =VYGOTSKY'S Theory of Learning= ||  ||   ||
 * = =** MKO  **=

It is also possible that the MKO is not a human being. It can be a software that you can put in your computer that will serve as a tutor for you. Another famous example is the Rosetta Stone, which is a language-learning software. If you as an international student from Thailand for example needs to practice on your English skills, you can buy this software and train yourself at the comforts of your dorm.

 ||=  ||= =**ZPD** = Zone of Proximal Development

The Zone of Proximal Development (ZPD). The ZPD is the learning between a student’s ability to perform and understand a task under somebody else's tutelage and/or with adult guidance, peer collaboration and the student’s ability solving the problem independently.

Vygotsky maintained that learning occurs just above the student's current level of competence. It follows then, that the copying student will have a higher performance when working with a more capable student. The ZPD is one of Vygotsky's ideas that has a direct bearing on practice, both in psychological testing and in school instruction (Moll, 1990)

To simply understand this, we should remember the Apprenticeship, wherein the learner learns from the person who are already connoisseur of the particular subject.

A gamer can train a novice how to be an expert in a particular web base game. The gamer need not to be a teacher or an adult. He can be the same age of the novice who in this case his apprentice. || Vygotsky's Learning Learning Theories paved the way for Instructional Designers to keep in mind the ability of the learner to grasp learning. Vygotsky believed that the two primary means of learning occur through social interaction and language. In this purpose we had focused on the Social Interaction Aspect of his theory.
 * ==Analyze and discuss the theory’s application to instruction == ||
 * 

A good example is the ZPD or the Zone of Proximal Development. In Instruction, we need to remember that sometimes, it is better for the learner to get the ideas if he/she will be aided by a more competent individual.

If we are in the corporate world and was given a task to write Instructions for new employees, we need to make sure that we include in our Instruction the trainee should be aided by a Supervisor. We can design an Instruction that the Supervisor will have to check often the development of the trainee for a period of time. Let say the training period is up to three months. This means that trainee will be aided by the Supervisor for the whole three months. After which, the novice will have enough knowledge. In Vygotsky's theory, it is possible that the person who can train the novice might not be his supervisor. It can be a colleague being teamed up with the novice. The colleague who stayed longer in the job will surely have more knowledge than the novice. He/she knows a lot even without a high position in the company. He/she is also qualified and capable to train the novice.

For Instructional Designers, we need to consider these facts so our Instructions will not be limited.

Both the ZPD and the MKO are helpful for Instructional Designers but like other Learning theories it has limitations as well. ZPD and MKO can be used depending on the situation. For example if you are a high school teacher and wants to teach your students about web development, you can not use the MKO. It is almost impossible for example to have 30 students and 15 of them are adept on Web Developing.  ||

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 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> ** Constructivist-Based Pedagogical Models **
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Situated Learning
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Cognitive Apprenticeships
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Cognitive Flexibility Hypertexts
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Communities of Practice
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Computer Supported Intentional Learning Environments
 * <span style="BACKGROUND-COLOR: rgb(242,235,95)"> Microworlds, Simulations and Virtual Learning Environment

Source : Dabbagh, Nada, et al. "Online Learning Concepts, Strategies and Application (2005)


 * <span style="COLOR: rgb(51,0,102)">**“… a place where learners may work together and support each other as they use a variety of tools and information resources** <span style="COLOR: rgb(51,0,102)">**in their guided pursuit of learning goals and problem-solving skills.” (Wilson, 1996)**
 * <span style="COLOR: rgb(51,0,102)">**“… a place where learners may work together and support each other as they use a variety of tools and information resources** <span style="COLOR: rgb(51,0,102)">**in their guided pursuit of learning goals and problem-solving skills.” (Wilson, 1996)**

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Jonassen, David, et al. "Constructivism and Computer-Mediated Communication in Distance Education." //The American Journal of Distance Education//. 9.2 (1995) : 7-26.
 * References: ||

Dabbagh, Nada, et al. "Online Learning Concepts, Strategies and Application (2005) : 167

Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge: Harvard University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Moll, L. (Ed.) (1990). Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology, MA: Cambridge University Press

Minick, N. (1987). Implication of Vygotsky's Theories for Dynamic Assessment. In C. Lidz (Ed.). Dynamic assessment: An Interactional Approach to Evaluating Learning Potential. New York: Guilford. [|http://www.learning-theories.com]

[|http://projects.coe.uga.edu]

[|http://constructivist-education.blogspot.com]

[|http://www.newfoundations.com]

[|http://en.wikipedia.org/wiki/STAR_(software])

http://www.bgcenter.com/Vygotsky_Vision.htm

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 * Note:

This page was constructed by Mary Grace Esteban to satisfy the ITEC 800 Midterm requirement under the tutelage of Dr. Patricia Donohue of San Francisco State University. ||  ||