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ERIC Number: EJ784227
Record Type: Journal
Publication Date: 2006-Aug
Pages: 30
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1042-1629
Paradigms Regained: Toward Integrating Objectivism and Constructivism in Instructional Design and the Learning Sciences
Cronje, Johannes
Educational Technology Research and Development, v54 n4 p387-416 Aug 2006
This article proposes a model that integrates the traditionally conflicting objectivist and constructivist approaches to instructional design. I argue that these two approaches are complementary rather than oppositional. I present and analyze two learning programs in order to show how learning events can contain both objectivist and constructivist elements. By plotting the two approaches at right angles to one another, I produce four quadrants which I then discuss and explain. What follows after that is a discussion of comments that were received from members of a prominent instructional technology mailing list about the feasibility of the model. Finally I present two case studies. The first describes a two-day workshop that was designed to be high on both axes, while the second shows how the model could be used as a decision-making tool. Initial findings suggest that it is both feasible and useful to plot objectivism and constructivism at right angles to one another rather than at opposite ends of a continuum.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers; Reports - Research
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A