How can you create effective online learning activities with constructivism theory?

Constructivism theory as said the learners themselves engage in the process of learning. I was part of implementing such a learning practice in one of our university campuses in India where the classroom is designed in such a way that the learners scattered across the classroom and engage in their learning process. The educator or the facilitator facilitates the learning process within the classroom by making the learners participate in the learning process. We called that method called as Collaborate and Active Learning through Technology. We have been successful in running since 2017 and its going good since then. To make such kinda classrooms, the lecture hours increased from 50 minutes to 90 minutes.

My view is that constructivism is a theory about how we learn, not about how to teach. A wide range of different teaching strategies and approaches are consistent with this theory of learning. Essentially, constructivism says that learners construct new knowledge, on the foundations of their existing knowledge, based on new experiences they have. The question is about which blend of online learning experiences will most fruitfully lead to the construction of new knowledge on the part of learners. Things with which the students actively engage tend to be more effective than things they passively absorb. It's important to note that this is about mental activity, not physical activity. What we're seeking to get students to do is *think*.

Constructivism is learner-centered, where learners build knowledge through experience and reflection. Flexibility and responsiveness to learner feedback are crucial for creating effective learning experiences online. You can do this by firstly set clear learning objectives. By having clear LO, you can then achieve the overall learning goals. Next, it will be good if you can assess prior knowledge of the learner. this way you can gauge the learner's current state and helps to create activities to match and then challenge their understanding. Finally design authentic tasks. By creating activities that mirror real-world scenarios and problem-solving situations, this allows learners to apply their knowledge into practical context.

Jean Piaget believed that knowledge is not a snapshot of reality that you just look at something and make a mental copy of the same. We learn new concepts by building on existing information so create content: ? Relatable to most learners, or commonly observed or experienced e.g., a short analogy or story helps learners “construct” own knowledge based on existing information ? Contextualized to cultural experiences – same information is absorbed & recalled differently by different people e.g., Snake – “how” they recall this is result of own unique cultural experiences (worshipping, encounter, fear, tasty dish) ? Moldable to the subjective reality e.g., two learners who see the color “red” will have unique associations or representations

Constructivism is a learning theory where individuals actively construct knowledge through engagement and interaction. Learners build understanding by connecting new information with their existing knowledge. Social interaction, collaboration, and authentic tasks are integral, acknowledging the importance of prior experiences. Scaffolding, or support, is provided and gradually reduced as learners gain proficiency. Reflection on learning processes is encouraged, fostering metacognition. This theory influences learner-centered approaches, emphasizing active engagement, real-world relevance, and critical thinking in educational practices.

Hypertext is one of the best examples of constructivist learning environments. EdTech also promotes knowledge building by providing cognitive learning tools. Edtech, such as hypertext, can represent the world to students in its natural complexity. Rather than simplifying reality in order to make it more easily understandable, interpretations of reality, and the tasks to which they lead, need to be situated in a meaningful, real-world context that reflects the natural and poorly structured complexity of the real world. Rather than seeking to represent the world to the student, edtech tools should provide toolkits for the student to establish more meaningful personal interpretations and representations of the world.

We can effectively make use of the AR/ VR technology and in a nutshell Web 3.0 technologies for making the online learning experience more realistic and participate with more involvement. Once the hands-on feel is created many automatically get involved and overall the collaborative learning experience will be enjoyable.

In online learning, constructivism thrives through interactive and collaborative digital environments. Learners actively engage with content, applying knowledge to solve real-world problems. Discussion forums, collaborative projects, and virtual simulations mirror the social interaction emphasized in constructivism. Educators, acting as facilitators, guide discussions and provide constructive feedback. The flexibility of online learning aligns with the individualized pace and self-directed nature inherent in constructivism. In the digital realm, constructivism fosters an active, socially connected, and adaptive approach to learning, leveraging the unique capabilities online education offers individuals.

Instructional design is the key to setting up constructivist learning online. Playlists, hyperdocs, and QR codes make it easy to provide learning experiences online. The more challenging aspects are building opportunities for social interaction, ensuring that learning is more than searching for content online, and providing the support learners need to engage in the work without direct supervision. In my experience with K12 students and teachers, online learning requires extraordinarily clear instructions, set checkpoints or timelines, and easy access for communication.

To create effective online learning activities, you can consider discussion boards for collaborative problem-solving, case studies for real-world application, and multimedia simulations to engage multiple senses.

To implement effective online learning activities with a constructivist approach, design tasks that prompt critical thinking and problem-solving. Foster collaborative projects that force learners to prioritize where their skillsets lie and where they're looking to develop capability. Facilitate discussions, allowing learners to construct understanding through social interaction- this is key so that learners are able to learn from each other and create shared forms of meaning within their experiences. I'm not a huge fan of discussion boards and typical static tools bur rather prioritize bring people into virtual rooms and creating structured sessions that forces people to problem solve in real-time.

Discussion forums within a course that enable learners to share their personal experiences and knowledge align with constructivism theory. With more active participation, more knowledge is constructed and shared. These forums must be facilitated by an instructor to ensure continuous contributions from participants. As part of self-reflection learning activities and assessments, journaling and portfolios provide the flexibility to think about and record what has been learned.

Starting with a hook, something known. Also, showing a bigger picture (Giving details about what they are doing, why they are doing) Once the bigger picture is identified, breaking tasks into chunks, defining milestones.

In my experience the best learning evolved from my students was providing them with a broad shell of what was to be included in their learning outcome. Then giving them choices based on their own interest of how to go about their learning. The learning outcomes of my students were amazing and nothing I could have even ever imagined that they would have created. They took what I outlined needed to be included and learned so much more that I could have ever taught them. Providing opportunities for students where they can work individually or in groups, make their own decisions based on their interests, backgrounds, and experiences, based on the learning outcomes of the course or class are how we should be engaging students in learning.

3. Social Interaction: Encourage learners to interact with peers, instructors, and external resources. Online discussion forums, group projects, and video conferencing can facilitate meaningful dialogue, peer feedback, and collaboration. Incorporate opportunities for sharing ideas, perspectives, and experiences.

I had incorporated this concept in a Graphic Design course creation that I lead; Aligning activities with learning outcomes is paramount. For instance, if the outcome is to develop strong design skills, a project like designing a promotional poster or an instagram post offers a practical application of the concepts the students learn. They collaborate, analyze, create, and receive feedback. Finally a compilation of such acitivities, will help them in collating a digital portfolio, which then showcases their growth, making learning tangible (this also helps them as evidence of work to break into the industry). Alignment ensures every activity contributes directly to skill development and provides clear evidence of achievement.

Working backward from what you want students to know and be able to do is essential. It's fun to assemble a group of activities related to a theme, but that does not ensure learning. Understanding how to write learning targets and then how to determine success criteria from those is essential.

Having multiple sources of information is beneficial when proper guidance is provided to the learners. In a world filled with information, it's impossible for educators to restrict learners from exploring further. However, scaffolding plays a crucial role in constructivism by offering a structured pathway for learners to continually build upon their existing knowledge. Ensure that the information is not scattered but it is organized from one level to another.

Yes, we can provide multiple resources for learners but they should not be restricted to just those resources when constructing their feedback. Learners must be given the authority to relate these back to their personal experiences and share them with other learners.

Books, Encyclopedia, Journal, magazines, Articles, Government Web sites, Expert opinions, social Media, blogs, Web pages, expert opinions, Personal experiences, peoples these are the multiple sources of information.

One of the most important things to do is to gauge the precedent knowledge of the student, through this way, you can easily create activities that would coordinate with the student’s mastery. Fabricating engaging and unique duties to experience the real-world analytical conditions which grant them to engage their apprehension into a realistic condition. Modern approach through technology is a great way to expedite the accession via constructivism.

Organize virtual networking events or webinars where learners can connect with professionals, peers, or alumni in the field. This creates opportunities for mentorship, networking, and collaborative discussions. Networking events can be themed around specific topics or industry trends, aligning with the contextual nature of the learning experience.

Feedback is itself has no value unless thoughtfully received, carefully considered, and effectively implemented to drive positive change and growth. Feedback has to provide clear actionable insights that help learners move to the next level of understanding and performance. Giving adult or young learners space and time to implement feedback is key.

Reflection plays a crucial role in our learning, particularly in the context of lifelong learning. How often do you reflect on what you've done well, poorly, and in an average manner? In our traditional school years, we were often prompted to reflect only when we behaved improperly (at least in my experience). Self-reflection is a form of self-constructivism where we actively engage in thinking about and reinforcing our own practices. We can deconstruct them, make changes, and seek improvement. Perhaps even some old practices and perspectives can be destructed and constructed anew. Isn't it?

Promotе Activе Lеarning Constructivism еmphasizеs that lеarning is an activе procеss whеrе individuals construct knowlеdgе by connеcting nеw information to thеir еxisting mеntal framеworks. Onlinе lеarning activitiеs should bе dеsignеd to promotе activе еngagеmеnt. Encouragе studеnts to intеract with coursе matеrials through discussions, problеm-solving tasks, and rеflеction еxеrcisеs. Intеractivе quizzеs, pееr rеviеws, and virtual simulations arе еxcеllеnt tools for promoting activе lеarning.

As an instructional designer, I would describe constructivism as a learning theory that highlights the active role of learners in building their understanding. It emphasizes that learning is not a passive absorption of information but an interactive process where individuals construct knowledge through experiences, social interactions, and meaningful contexts. In practical terms, this theory encourages the creation of engaging and collaborative learning experiences that challenge learners to think critically, connect new information to their existing knowledge, and take ownership of their learning journey.

Other educational theories should be taken into account when designing edtech: Cognitive Load Theory: Promote good knowledge structuring? Sweller, J. Cognitive load theory, learning difficulty and instructional design, Learning and Instruction, 4, 295-312 1994 SRK model: three levels of cognitive control. (RASMUSSEN, J. Skills, Rules and Knowledge: Signals, Signs and Symbols and Other Distinctions in Human Performance Models. IEEE trans. on Systems, Man and Cybernetics, 13, 257-266 1983) Articulations of scientific knowledge: The RTM(E) Model (Gicquel, R., Utilisation pédagogique des simulateurs : Volet 1 : éclairages de la didactique , Bulletin de l'Union des Professeurs de Physique-Chimie, n° 868, nov. 2004.)

Creating effective online learning designs that are derived from a constructivist approach are like building a virtual garden. Just as a garden provides an environment for seeds to sprout, bloom, and grow, online learning designs that are rooted in constructivism, promote co-construction of learning and interaction among learners. The learning materials can be the seeds, the interactive virtual space is the fertile soil, the peer interactions are the essential nutrients, and the instructors are the gardeners. Through active engagement and reflection, meaningful formative feedback and time and space for the implementation of this feedback, the learning of the participants grows, just like the blossoms in a well-tended garden.