The final section discusses concerns and challenges in the application of constructivist pedagogy more widely within ICS Education 2. The primary constructivist principles may be summarized under five headings distilled from the more extensive list given by Cunningham et al. These principles provide a useful framework for summarizing the constructivist proposals for learning environment design. The tasks lack meaning for the student. They argue that learning tasks should be embedded in problem solving contexts that are relevant in the real world.
Many constructivist theorists place particular emphasis on social interaction.
Dialogue and the negotiation of meaning provide the basis for the individual to develop, test and refine their ideas. The first type of 'collaborative configuration' is thus between a mature partner and a learner. The mature partner provides the principles which the learner acquires through structured social interactions. The learner acts as an apprentice to the master craftsperson in the domain, i.e. the teacher. The teacher first provides a model of expert performance in the task.