The idea for this book grew out of a NATO Advanced Research Workshop held at the Catholic University at Leuven, Belgium. We are grateful to NATO for support in conducting this workshop and for support in the preparation of this book. We are particularly grateful for their emphasis on designing the workshop to build collegiality. They suggested that we hold the meeting in a small town and that we organize evening activities to keep the group together and to promote informal and extended discussions. What sage advice. The excitement grew over the three days as we shared understandings and enriched our perspectives. Indeed, there was even a proclaimed "near" conversion to a constructivist perspective from one colleague trained in traditional instructional design methods. While we report this as a bit of a humorous anecdote, it most clearly reflects the sense of excitement that developed. We would also like to thank the staff at the Catholic University for their great support during the workshop. Their efforts and their good cheer were important components in the success of the meeting. In particular we would like to thank Jan Elen, Catherine Vermunicht and Jef Vanden Branden. Finally we would like to thank the personnel at Indiana University for their help in assembling this book. Deborah Shaw prepared the index. We thank her for the skill and speed with which she was able to work.

Klappentext

This book focuses on constructivist pedagogy and theimplications of that pedagogy for the principles andstrategies of instructional design and for the use oftechnology in instruction. A constructivist pedagogyemphasizes the "situatedness" of learning. There is always areason for learning; learning is a tool for accomplishingsomething else. Our understanding of a concept is based onthe context in which it is experienced. Most importantly,that context involves the larger framework orpurpose forengaging in a task.In the first half of this book the authors describeconstructivist learning environments and the particulartheoretical framework in which they are embedded. The secondhalf of the book focuses on instructional design principlesto bederived from constructivism, the implications for thepractice of instructional design, including principles fordesign, and the practical issues of implementingconstructivist learning environments.

Inhalt
I: Constructivist Learning Environments.- 1 Designing Learning Environments That Support Thinking: The Jasper Series as a Case Study.- 2 Computer-Mediated Zones of Engagement in Learning.- 3 The Creation of Effective Modern Learning Communities: Constructivism in Practice.- 4 Constructivism and the Design of Learning Environments: Context and Authentic Activities for Learning.- 5 A Logo-Based Tool-Kit and Computer Coach to Support the Development of General Thinking Skills.- 6 Components of Constructivist Learning Environments for Professional Development.- 7 Developing Literacy Skills Through Cooperative Computer Use: Issues for Learning and Instruction.- II: Design Issues.- 8 Tools for Constructivism.- 9 A Constructivist Critique of the Assumptions of Instructional Design.- 10 Transitions in the Theoretical Foundation of Instructional Design.- 11 A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education.- 12 Toward a Cognitive Ergonomics of Educational Technology.- 13 Varied Levels of Support for Constructive Activity in Hypermedia-Based Learning Environments.- 14 Constructive Learning: The Role of the Learner.- 15 Transfer of Learning from a Constructivist Perspective.- 16 Academic Understanding and Contexts to Enhance It: A Perspective from Research on Student Learning.