This document discusses and compares the epistemological perspectives of positivism and constructivism, and their implications for instructional design and practices. Positivism views knowledge as objective facts that exist independently of the learner, while constructivism sees knowledge as socially constructed by the learner based on their experiences. The document provides examples of how instructional design frameworks and processes may differ depending on whether they take a positivist or constructivist approach.

1. Connie and Mary Ann EDIT 451:CSULAPositivism & ConstructivismEpistemology and the Design of Learning Environments 1

2. 2Conceptual Map of Ideas in Chapter 6

3. 3Questions posed and future approaches

4. POSITIVISMA philosophical and epistemological approach which holds that knowledge is acquired through actual experiencehttp://www.socialresearchmethods.net/kb/positvsm.phphttp://en.wikipedia.org/wiki/Positivism4

5. WordAssociationComte

6. Scientific Method

7. Weber

8. Rationalism

9. Durkheim

10. Science

11. Logical

12. Sensory

13. Concrete

14. Social Research

15. Sociology

16. Simmel

17. Logic

18. Analytical

19. Skinner

20. Facts

21. Testable

22. Behaviorism

23. Social Positivism5

24. AUGUSTE COMTEFrench philosopher who founded sociology and positivismhttp://www.d.umn.edu/~jhamlin1/comte.htmlhttp://www.britannica.com/EBchecked/topic/130750/Auguste-Comtehttp://membres.multimania.fr/clotilde/etexts/index.htm6

25. Positivism & Design FrameworkKnowledgeexists independent of the learner. There is an absolute truth.Design frameworks are based on objectivism. Knowledge is transferred from outside to inside the learner. Conditions are arranged to promote goals. Knowledge is engineered externally. 7

26. Positivism & Design PracticesKnowledgeexists independent of the learner. There is an absolute truth.ClassroomDirectedTeacher-centeredGoal predeterminedObjectives definedActivities, materials, assessment teacher drivenProducts given to teacher for assessment.8

27. Instructional Design Process9

28. Objectivist Design & Analysis10

29. Objectivist Design11

30. Objectivist Development, Implementation & Evaluation12

31. Technologizing School SystemsRobotics in Medical and Dental Instruction, JapanGo to the next slide to watch Simroid13Current Trends: Positivism in IDT

32. eLearning (positivist approach)http://www.webbasedtraining.com/home.aspxGo to the next slide to watch the video14Current Trends: Positivism in IDT

33. Jonassen, D.H. et al. (1997). “ Certainty, Determinism, and Predictability in Theories of Instructional Design: Lessons from Science”. EDUCATIONAL TECHNOLOGY, VOL 37; NUMBER 1, pages 27-33 ( found on ERIC)http://www.ifets.info/journals/3_2/morrison_book_review.htmlhttp://www.stanford.edu/dept/SUSE/SEAL/Reports_Papers/methods_papers/On%20the%20Science%20of%20Ed%20Design%20Studies_ER.pdfBooks available at http://www.amazon.com15Further reading: Positivism & Instructional Design Application

34. CONSTRUCTIVISMA philosophical and epistemological approach which holds that reality is not directly knowable, and can only be inferred or assigned by convention or consensushttp://tip.psychology.org/bruner.htmlhttp://carbon.ucdenver.edu/~mryder/itc_data/constructivism.html.16

35. WordAssociationVygotsky

36. Construction

37. Multiple meanings

38. Interpretation

39. Representation

40. Piaget

41. Vico

42. Constructionism

43. Social Learning

44. Thought

45. Language

46. Culture

47. Race

48. Gender

49. ZPD

50. Schema

51. Prior knowledge

52. Collaboration

53. Dewey

54. Progressive

55. Scaffolding

56. Active learning17

57. LEV VYGOTSKYBelarusian psychologist who wrote extensively on developmental psychology, child development and educationhttp://tip.psychology.org/vygotsky.htmlhttp://www.kolar.org/vygotsky/.18

58. Constructivism & Design FrameworkKnowledge is constructed by the learner. Truth is contextual.Design frameworks are based on constructivism/relativism. Guide the learner in constructing knowledge. Provide a rich context for negotiation and meaning construction. Knowledge constructed internally. 19

59. Constructivism & Design PracticesKnowledge is constructed by the learner. Truth is contextual. EnvironmentLearner-centeredTeacher facilitating; learner controllingLearning goals negotiatedLearning problems and contexts authenticActivities, materials, assessment context driven and individually constructedArtifacts shared and reflected on, collectively and individually. 20

60. Instructional Design Process21

61. 22Constructivist Design & Analysis

62. Constructivist Design23

63. Constructivist Development, Implementation & Evaluation24

64. 25Current Trends in IDT: Constructivism in ActioneLearning (constructivist approach)University of LeicesterGo to the next slide to watch the video

65. Twitter & World SimulationKansas State UniversityVisit Michael Wesch’s Digital Ethnography sitehttp://mediatedcultures.net/ksudigg/Go to the next slide to watch the video26Current Trends in IDT: Constructivism in Action

66. Virtual Worlds: Second LifeCalifornia State University, Los Angeles27Current Trends in IDT: Constructivism in Action

67. http://gionas.webfactional.com/web/portfolio/pdf/Design_Research.pdfhttp://www.ifets.info/journals/3_2/tam.htmlhttp://www.dirkdavis.net/cbu/edu524/resources/Problem%20based%20learning%20An%20instructional%20model%20and%20its%20constructivist%20framework.pdfhttp://doc.utwente.nl/26780/1/00650010.pdfBooks on http://www.amazon.com28Further reading: Constructivism & Constructional Design Practices

68. How do you think our EDIT classes are in terms of epistemological perspectives, instructional design and design practices? What kind of educational technologist or instructional designer will you be?Thank you for going through our slides29Questions