Stages of learning Learning is viewed as a systematic, developmental process and mastery must be obtained at each stage in the hierarchy. The constructivist model views instructional design as providing challenging contextualized tasks, creating dissonance, modeling strategies, supporting reflection, scaffolding cognitive performance, and providing evaluative self-monitoring so that learning is personal, individually constructed, interpretive, active, reflective, metacognitive, collaborative and evaluative. Exploratory environments that are manipulated and mediated by the intentions and purposes of the user. Range from simple browsing to systematic, thought-based problem solving. Share a focus on meaningful learning.
Context is important.
Activities must simulate prior knowledge, yet scaffold the user to changing mis-information and developing higher levels of understanding knowledge. Design Implications Offer concrete, manipulative activities for users to build understanding from experiences. Integrate tools and resources to support users in observation, reflection, and experimentation. Provide feedback to user based on user actions to confront mis-information and clarify new assumptions. Which theory to choose depends on the purpose and nature of the system.