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A re-examination at the task analysis process for the design of constructivist learning environments
Author
Lim, Wei Ying
Supervisor
Hung, David
Abstract
Contemporary instructional models that exemplify constructivism or situated cognition beliefs are slowly gaining acceptance and popularity. However, research and literature on the construction of such constructivist learning environments are still fairly limited. Jonassen and Rohrer-Murphy proposed to design constructivist learning environments using activity theory as a methodology. Due to the comprehensive nature of the framework, it led to the creation of an overwhelming amount of information, which is duplicative to some degree. Thus, the goal of this thesis is to derive a practical and user-friendly activity-based task analysis framework for the design of constructivist learning environments.Having analyzed various activity-based task analysis methods, specifically distributed cognition and activity theory, in efforts to select the most suitable methodology, I argue that activity theory remains as a suitable theory. I say this based on its clear definition of activity, a systematic process both conceptually and analytically and the ability to communicate itself to others.
Other dimensions to constructivist learning are explored in order to have a comprehensive task analysis framework. It is argued that constructivist learning should be evaluated together in context and not separately in objective testing, i.e. authentic assessment.
After synthesizing design principles from the exemplars of constructive learning environments, i.e. CLE and GBS, this thesis proposes nine design principles that should be incorporated in the design of constructivist learning environments. Among the nine principles, are two new ones addressing authentic assessment, i.e. (a) evolving assessment in situ and (b) instructional conclusion to be co-evolved by the learners, experts, peers and facilitators.
Based on Engestrom's activity system diagram, it seems to me that activity theory did not explicitly discuss about the dynamics of the activity system and the goal. The rhetoric power of the goal component seems to be lacking. However, I recognized that assessments are part and parcel of real life situations and as such, implied in the theory. To satisfy the new principles, I propose the goal analysis to be made explicit in the task analysis framework. The result in activity theory is a quadrilateral perspective of AT, which will be used to analyze Jonassen and Rohrer-Murphy's task analysis framework.
The outcome of comparing the quadrilateral perspective with Jonassen and Rohrer-Murphy's task analysis framework is a new restructured framework, which I argue has a more efficient process for generating the same thorough, comprehensive information or analysis as Jonassen and Rohrer-Murphy's task analysis framework. Also, this restructured framework recognizes the importance of goal analysis and thus makes explicit the analysis of goal in an activity.
The implication of the new restructured task analysis framework on the CLE design model is an additional component or 'space' that will allow learners to present or simulate their solutions as well as to collect feedback from expert facilitators. The solution will undergo an evolving process in this space till it has been agreed by all parties that the solution satisfies the required criteria and that learning has taken place. Hence, I propose the Resolving Space with the two features, namely Justification Presentation and Assessment Rubric to be incorporated into the CLE design model.
Other dimensions to constructivist learning are explored in order to have a comprehensive task analysis framework. It is argued that constructivist learning should be evaluated together in context and not separately in objective testing, i.e. authentic assessment.
After synthesizing design principles from the exemplars of constructive learning environments, i.e. CLE and GBS, this thesis proposes nine design principles that should be incorporated in the design of constructivist learning environments. Among the nine principles, are two new ones addressing authentic assessment, i.e. (a) evolving assessment in situ and (b) instructional conclusion to be co-evolved by the learners, experts, peers and facilitators.
Based on Engestrom's activity system diagram, it seems to me that activity theory did not explicitly discuss about the dynamics of the activity system and the goal. The rhetoric power of the goal component seems to be lacking. However, I recognized that assessments are part and parcel of real life situations and as such, implied in the theory. To satisfy the new principles, I propose the goal analysis to be made explicit in the task analysis framework. The result in activity theory is a quadrilateral perspective of AT, which will be used to analyze Jonassen and Rohrer-Murphy's task analysis framework.
The outcome of comparing the quadrilateral perspective with Jonassen and Rohrer-Murphy's task analysis framework is a new restructured framework, which I argue has a more efficient process for generating the same thorough, comprehensive information or analysis as Jonassen and Rohrer-Murphy's task analysis framework. Also, this restructured framework recognizes the importance of goal analysis and thus makes explicit the analysis of goal in an activity.
The implication of the new restructured task analysis framework on the CLE design model is an additional component or 'space' that will allow learners to present or simulate their solutions as well as to collect feedback from expert facilitators. The solution will undergo an evolving process in this space till it has been agreed by all parties that the solution satisfies the required criteria and that learning has taken place. Hence, I propose the Resolving Space with the two features, namely Justification Presentation and Assessment Rubric to be incorporated into the CLE design model.
Date Issued
2003
Call Number
LB1028.38 Lim
Date Submitted
2003