Dr. von Glasersfeld:
I have been reading about the Objectivism vs. Constructivism
As a radical constructivist, do you feel that Instructional
Design Models, such
as Dick Carey & Carey's and Morrison Ross & Kemp's, are
obsolete because the
process emphasizes selecting learning objectives and then
based on these objectives? Are there any Instructional Design
models that you
feel come close to supporting the constructivist view?
In the May 1991 issue of Educational Technology, Walter Dick
"What about constructivist interventions. Do they have
objectives for each student? Apparently not. Is the
organization of content as
well as practice and feedback activities focused on specific
Apparently not. Are criterion-referenced assessments provided
for each learner
to determine if they have mastered the instructional skills?
Therefore, if instructional designers design instruction, then
are constructing something else. This 'something else' may be
educational intervention, but it does not appear to be
What is your response to this?
Dear Ms, Mahan,
RC holds that learning always takes off from conceptual
structures the student already has, These structures are
different in different students, because the experiential
situations in which they were formed were different. Hence
RC does not provide fixed curricula. Instead it requires
the teacher to have a repertoire of tasks and problems
that are likely to lead the solver to build up procedures
that may prove useful for other problems as well. After
trying to find out "where"the student is in his/her
thinking, the teacher then selects items from his/her
repertoire which seem appropriate.
RC makes demands on teachers which frequently are not
I fully agree with the quotation from Mr. Dick: RC cannot
produce "instruction" in the traditional sense, but it
does suggest alternative patterns of teaching.
The problem of assessment is the most troublesome one.
I have always maintained that the only way to test a
students abilities is to see how he approaches a problem
that he/she has never seen before; and the way he/she
adopts is far more important in assessing their skills
than whether a solution is actually found.
If you want practical applications, look at: EvG (editor),
Radical Constructivism in Mathematics Education, Kluwer
Ernst von Glasersfeld