This document discusses different approaches to learning including behaviorism, constructivism, and social constructivism. It compares problem-based learning and inquiry-based learning, both of which are constructivist approaches. Problem-based learning uses ill-structured problems or case studies as the starting point for students to identify what they need to learn to solve the problem. It involves students working collaboratively to investigate problems, identify solutions, and present their findings. Inquiry-based learning follows a similar process of asking questions, investigating, discussing, creating, and reflecting, allowing students to take the lead in their learning.

1. So you think you
know what
constructivist,
problem-based,
inquiry based
learning is?

2. Where are we with online
learning in BC?
• Online course development
– Contracted to teacher developers
– Content driven
– Over-reliance on prescribed learning
resources
• Online course delivery
– Instructor training
– Assessment versus Activity driven
– Too little peer interaction

3. 3 Learning Theories: Knowledge
Behaviourism Cognitive Social
Constructivism Constructivism
Skinner Piaget Vygotsky
Behavioural Building on your Knowledge is
responses existing knowledge socially
to environmental by discovering and constructed.
exploring new
stimuli.
knowledge.

4. 3 Learning Theories: Learning
Behaviourism Cognitive Social
Constructivism Constructivism
Passive absorption Active assimilation Integration of
of predefined body and students into
of knowledge by accommodation of knowledge
new
learner. Promoted community.
by repetition and information to Collaborative
existing
positive assimilation and
cognitive
reinforcement. structures. accommodation of
Discovery by new information.
learners.

5. 3 Learning Theories: Motivation
Behaviourism Cognitive Social
Constructivism Constructivism
Extrinsic, reward Intrinsic. Learners Intrinsic and
and punishment set their extrinsic. Learning
(positive and own goals and goals and
negative motivate motives are
reinforcers) themselves to determined both
learn.
by learners and
extrinsic rewards
provided by the
knowledge
community.

6. 3 Learning Theories: Instruction
Behaviourism Cognitive Social
Constructivism Constructivism
Correct behavioral The teacher Collaborative
responses are facilitates learning learning is
transmitted by the by providing an facilitated and
teacher (tutorial) environment that
and absorbed by promotes discovery guided by the
the students. and assimilation & teacher. Dialogue
accommodation. and interactivity
with others.

7. Knowledge/Learning
Behaviourism
• Knowledge is transferred via readings
and lectures; Students are consumers
Constructivism
• Knowledge is constructed via
engagement and interaction with
others and a world of resources;
Students are contributors and
consumers

8. Information Dissemination
Behaviourism
• Access to information is controlled;
most work is private between
student and teacher
Constructivism
• All course-relevant information is
available to everyone; Most
contributions are visible to all
students

9. Assumptions
Typical Online Course Constructivist Online
• Instructor provides Course
feedback & grades • Instructor sets mission
students’ work and supports self-
directed learning
• Instructor is narrow
funnel for information • Students are
knowledge producers
• Students follow a from a world of
directed course plan resources
• Knowledge transferred • Students co-create a
via content course plan
presentation, textbook
exercises, etc. • Student work is public
and visible to all
• Student work is private

10. Behaviourist strategies
• Process skills
• Facts & figures
• Memorization activities
• Drill & practice
• Tutorial
• Worksheet

11. Constructivist strategies
• Discussions
• Collaborative activities
• Blogs, Wikis, Webquests
• Global Collaborative
Projects/Competitions
• Portfolios

13. Active Learning

14. Inquiry based learning
Ask
Reflect Investigate
Discuss Create

15. Ask
• Careers
– What type of career am I interested in?

16. Investigate
• Careers
– Career Web sites
– University / College links
– Recruitment pages (police, fireman, armed
forces, etc.)
• Open questions
– What type of education do I need in order to
work in this field?
– Costs? Time?

17. Create
• Careers
– Students decide how they will record/present their
research
(Web page, PowerPoint, Blog, etc.)
• Additional scaffolding?
– What to include?
• Name of the career; educational & skill requirements;
salary; workplace environment; Something in addition
that you found.

18. Discuss
• Conversations
– With teachers, peers, friends, family,
community, etc.
• Online discussions and presentations
– Email, instant messaging, threaded discussions

19. Reflect
• How did it go?
• What do you think?
• Did anything surprise you?
• What new questions do you have?
• What next steps might you take in your
inquiry?
• What next steps might you take in
securing your future?

20. Active Learning

21. Problem based learning
• Type of inquiry-based learning
that uses problems to enhance
student learning
• Student-centred
• Unique in that students are
confronted with a problem first.
• “Problems” are presented in one
of two general formats:
– Case studies
– An ill-structured problem

22. PBL is …
• Student-centred and experiential
• Inductive
• Builds on and questions prior
learning
• Context-specific
• “Problems” and case studies are
complex and ambiguous
• Collaborative (students work in small
groups)

23. Problem based learning
Problem based Traditional
model
Curriculum • the “problem” • content
or case study is (facts, dates,
the curriculum theories,
equations…)
Delivery • students • the
present findings curriculum is
and solutions delivered by
the teacher

24. Steps in problem based learning
• The problem or case study is
presented to students
• Students examine / define the
problem and decide what skills /
knowledge they already have
• List skills / knowledge they will need
to solve problem
• Learn new skills / acquire new
knowledge
• Generate possible solutions
• Present preferred solution(s)

25. Case studies
• Typically used in medicine, law,
political science, ethics
• A woman with type AB blood gave
birth to a child with blood type O. A
second type-O child was born six
years later.

26. Examples of ill-structured
problems
History Class
• Provide students with several
primary documents for analysis.
(newspapers, diary entries,
speeches)
• The students’ role is to seek out the
historical context of these
documents.

27. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Ability to Can be formulated No definitive
formulate the exhaustively and formulation
problem written down
definitively.

28. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Ability to Can be tested. No single criterion to
devise & Mistakes and errors determine correctness.
conduct can be identified. Difficult to determine
definitive tests when a solution is a
solution.

29. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Relationship Problems can be Solving the problem is
between formulated synonymous with
problem and separately from understanding it in the
solution. solutions. first place.

30. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Ability to Having a clear No stopping criteria…
determine ending point and a the problem may be
whether determinable ongoing and changing.
problem has solution. No way to determine
been solved completion.

31. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Tractability Exhaustive list of No list of operations
operations used to exists for solving ill-
solve problem structured problems.
exists.

32. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Relationship Can be stated as a Many possible
between discrepancy of what explanations and each
explanation & is and ought to be. “contains” or “implies”
solution An explanation for a different solution.
every gap.

33. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Uniqueness or Problems can be Each problem and each
reproducibility abstracted from solution is unique.
of problem. real world & similar
solutions can be
found

34. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Repeatability Attempts to solve You can’t undo what
of solutions can be made you’ve tried, so each
repeatedly until solution is unique, and
one works. changes the nature of
the problem.

35. Comparing ill-structured to tame
problems
Characteristics Tame Problems Ill-Structured Problems
Level of Identifiable “natural” No identifiable causes; every
form with high degree of symptom is a problem and
analysis
certainty; level of detail vice versa; level of detail &
for solving the problem approach not easy to define;
can be found; little agreement on setting
boundaries for problem boundaries of problem.
are reasonably agreed
upon.

36. How can the Internet support
Problem-based Learning?
• Direct students to particular sites
that provide the context for a
problem (news clips, graphics, blogs)
– a news clip on an airplane losing
altitude during a flight – what caused
this to happen?
• Students might be asked to explore
possible solutions to the problem
using the World Wide Web as one
resource.

37. My Conclusion
In what ways the ICT use can be
related to those 3 learning theory
because Behaviorism is Correct
behavioral responses are transmitted
by the teacher (tutorial) and absorbed
by the students, and Cognitive is The
teacher facilitates learning by
providing an environment that promotes
discovery and assimilation &
accommodation, and than
Constructivism is Collaborative
learning is facilitated and guided by
the teacher. Dialogue and interactivity
with others.