p. 18 Knowledge for constructivism cannot be imposed or transferred intact from the mind of one knower to the mind of another. Therefore, learning and teaching cannot be synonymous: we can teach, even well, without having students learn
p. 19 In the traditional approach, the instructional designer analyses the conditions – such as the content, the learner, and the instructional setting – which bear on the instructional system, in preparation for the specification of intended learning outcomes. In the constructivist approach, the instructional content cannot be pre-specified. Constructivist designers avoid the breaking down of context into component parts as traditional instructional designers do, but are in favour of environments in which knowledge, skills, and complexity exist naturally.
The goal, for instance, is not to teach a particular version of history, but to teach someone how to think like a historian.
p. 19 In traditional instruction, this phase involves the design of a sequence to achieve specified performance objectives.
Breivik, P. S. (1998). Student learning in the information age. Phoenix, Ariz.: American Council on Education/Oryx Press. CETL owns it
Breivik, P. S. (2006). Higher education in the Internet age : libraries creating a strategic edge / (Fully updated and rev. ed.). Praeger Publishers,. Located: St. Cloud State University MC Main Collection – Basement Call Number: Z675.U5 B816 2006