Constructivism is a theory which demonstrates that we learn by experiencing things and reflecting on those experiences. Our understanding of something new is built upon our previous knowledge and ideas through a process of confrontation, assimilation, modification or discard. This process of knowledge building requires the learner to take center stage and, as put forth by social-constructivism, relies on interactions with other learners. The role of the educator is to create the framework within which the learner will be exploring and experimenting with new ideas as well as to encourage learners to assess and reflect upon their understanding1.

Active learning, as opposed to the listen-transcribe-memorize-regurgitate model of learning, is based on constructivism and socio-constructivism theories. Some of the active learning methods an educator may use include inquiry-based learning, problem-based learning, project-based learning, case studies, simulations, etc. 2

A few years ago, I took an online course on Web 2.0 tools for learning through the University of Colorado Denver. We were given a group assignment where we had to present a specific tool through a webinar to the other members of the class and give them an opportunity to use the tool for specific purposes during webinar breakout sessions. At the end of the Webinar, we were evaluated by the other participants on how clearly we had presented the tool and the learning objectives, on whether they were themselves able to use the tool, and on how appropriate for teaching the assignments we had given the groups were.

Our group had chosen to present Snagit, and we first had to learn how to use it ourselves. As we were dispersed across many time zones, we relied on webinars and discussion forums to brainstorm on pedagogical uses for this tool. We prepared a script for our presentation using Google Docs. And we used the webinar platform to practice giving the presentation, setting up the polls, using the breakout rooms, etc. At the end of the webinar, we not only received feedback from the other participants but we were also asked to self-evaluate as a group along a set of criteria.

Although I felt that the negotiation aspects of this project-based activity were more frustrating than they would have been if we had worked face-to-face as a group, the learning objectives of the course were most definitely met. Not only did we learn how to use a wide variety of online tools and apply them in learning scenarios, we also learned how to teach others to use these tools and how to collaborate online in order to achieve specific goals.

Kevin Grant in “How do you Teach Collaboration?”3 describes how when teaching any new concept you should describe it, show it, have students experience it, and provide feedback. These steps were dully respected in the project-based learning activity described above.

1. http://www.thirteen.org/edonline/concept2class/constructivism/
2. c2ip.insa-toulouse.fr/fr/pedagogies/ameliorer-mon-enseignement/des-pedagogies-actives/definition-et-principes.html
3. https://newtechnetwork.org/resources/how-do-you-teach-collaboration/?utm_campaign=coschedule&utm_source=twitter&utm_medium=newtechnetwork&utm_content=How%20Do%20You%20Teach%20Collaboration%3F%20-%20New%20Tech%20Network