Towards a Cyber-Constructivist Perspective (CCP) of Educational Design
This theoretical paper utilizes cybernetic-based approaches (Bopry, 1999; Wiener, 1954) and communications theory (Habermas, 1984,1990; Krippendorff, 1994) to advance knowledge of constructivist learning. I argue that past educational research literature on constructivist learning is partly responsi...
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| Format: | Article |
| Language: | English |
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The Canadian Network for Innovation in Education (CNIE)
2003-02-01
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| Series: | Canadian Journal of Learning and Technology |
| Online Access: | http://www.cjlt.ca/index.php/cjlt/article/view/26555 |
| Summary: | This theoretical paper utilizes cybernetic-based approaches (Bopry, 1999; Wiener, 1954) and communications theory (Habermas, 1984,1990; Krippendorff, 1994) to advance knowledge of constructivist learning. I argue that past educational research literature on constructivist learning is partly responsible for limiting how educational designers conceptualize individual and collaborative learning environments. A cyber-constructivist perspective (CCP) is explored as a tool for increasing awareness of factors that may contribute to effective constructivist educational design (ED) within learning communities. I discuss advantages and disadvantages of adopting a CCP in the design of constructivist learning environments. |
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| ISSN: | 1499-6677 1499-6685 |