While both constructivist and constructionist approaches rely on the idea that knowledge is built by the learner based on his/her prior knowledge and new personal experiences, the latter is more concerned with sharing that new knowledge with others. It is also more concerned with "making" something based on this knowledge. Computers and new modes of literacy and communication help in the construction of new knowledge, constructionits say.
Considering this distinction, it is clear then, that constructionism is more compatible with multiliteracy frameworks, as it considers different modes of presenting and demonstrating knowledge as valid. Being multiliterate means being competent in the use of technology to learn and share new knowledge.
2 comments:
I don't know, there seems to be much confussion out there on what really distinguishes one theory from the other. Look at what I found as a principle of Constructivism (with v):
"Learning is a social activity that is enhanced by shared inquiry (Lambert, et al., 1995, p. 18). One of the goals of constructivist learning is to foster the development of shared meaning (Novak, 1998) between facilitator and learner or between learners in a group. Arriving at shared meaning is a complex activity that is primarily social and relies on the process of shared inquiry."
http://www.bsu.edu/teachers/departments/edld/conf/constructionism.html
As what we (I don't know if I should say "I" here instead of "we") have been reading are interpretations that different authors have made on the theories. Maybe we should look at what the founders of these theories have really said and make our own interpretations... Your thoughts?
Norbella
Maria,
I've just seen your comment. I know about the CALL conference in Medellin, fortunately I won't be able to be there. Best luck for you and Dafne! When can we meet?
Norbella
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