An Instructional Design Model for Constructivist Learning
Lily Sun, Shirley Williams, Informatics Research Centre, School of Systems Engineering, The University of Reading, United Kingdom
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The emergent requirements for effective e-learning calls for a paradigm shift for instructional design. Constructivist theory and semiotics offer a sound underpinning to enable such revolutionary change by employing the concepts of Learning Objects. E-learning guidelines adopted by the industry have led successfully to the development of training materials. Inadequacy and deficiency of those methods for Higher Education have been identified in this paper. Based on the best practice in industry and our empirical research, we present an instructional design model with practical templates for constructivist learning.
Sun, L. & Williams, S. (2004). An Instructional Design Model for Constructivist Learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2476-2486). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)