How can you use Constructivist instructional design to promote active learning?

1 What is Constructivist instructional design?

Constructivist instructional design is based on the theory of Constructivism, which posits that learning is an active and creative process of constructing knowledge from experience and interaction. According to Constructivism, learners are not blank slates, but bring their own beliefs, assumptions, and perspectives to the learning situation. Therefore, effective instruction should acknowledge and build on learners' prior knowledge, rather than impose a fixed or predetermined content. Constructivist instructional design also recognizes that learning is a social and collaborative activity, and that learners can benefit from sharing and discussing their ideas with others. Furthermore, Constructivist instructional design encourages learners to reflect on their learning process and outcomes, and to evaluate and modify their understanding based on feedback and evidence.

2 How to design Constructivist learning objectives?

One of the key elements of Constructivist instructional design is to define clear and meaningful learning objectives that reflect the learners' needs, interests, and goals. Constructivist learning objectives should focus on what learners will be able to do, rather than what they will know or remember. They should also be aligned with the real-world context and challenges that learners face, and provide opportunities for learners to apply and demonstrate their learning in authentic situations. Additionally, Constructivist learning objectives should be flexible and adaptable, and allow for different levels of achievement and expression. For example, instead of stating that learners will be able to "describe the main features of Constructivism", a Constructivist learning objective could be that learners will be able to "design a Constructivist lesson plan for their own training context".

3 How to design Constructivist learning activities?

Another essential component of Constructivist instructional design is to design engaging and relevant learning activities that enable learners to achieve the learning objectives. Constructivist learning activities should be learner-centered, rather than instructor-centered, and give learners autonomy and choice over their learning process. They should also be problem-based, rather than content-based, and present learners with realistic and meaningful problems or scenarios that require them to apply their existing knowledge and skills, and to acquire new ones. Moreover, Constructivist learning activities should be collaborative, rather than individual, and foster social interaction and communication among learners and with the instructor. Finally, Constructivist learning activities should be reflective, rather than reproductive, and prompt learners to think critically and creatively about their learning experience and outcomes. For example, a Constructivist learning activity could be a group project where learners have to design, implement, and evaluate a Constructivist lesson plan for their own training context.

4 How to design Constructivist learning assessments?

The final element of Constructivist instructional design is to design valid and reliable learning assessments that measure the learners' achievement of the learning objectives. Constructivist learning assessments should be formative, rather than summative, and provide ongoing and constructive feedback to learners and instructors throughout the learning process. They should also be performance-based, rather than knowledge-based, and assess learners' ability to apply and demonstrate their learning in realistic and complex situations. Additionally, Constructivist learning assessments should be self-assessment, rather than external assessment, and involve learners in setting their own criteria and standards, and evaluating their own performance and progress. For example, a Constructivist learning assessment could be a portfolio where learners collect and present evidence of their learning, such as their lesson plans, reflections, peer feedback, and learner outcomes.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?