Abstract
In this chapter the emphasis is on the support of instructional design for constructivistic learning environments. Until now there is little known about the way designers should be supported in the design of constructivistic learning environments. Usually designers apply an instructional design model that was originally meant for expository environments. However, we argue that for several reasons these instructional design models do not include characteristics of constructivistic learning environments. For instance learning goals are very prominent in these design models whereas in constructivistic learning environments activities are the main determinants of achieving knowledge development. In addition, designers usually do use the techniques prescribed by these models but they hardly follow the predetermined order of design activities. An alternative design approach is proposed in which the emphasis is not on the order of design activities, but on the support designers can be delivered during a design process that is personally assembled. For delivering this support, we developed an information system.
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Limbach, R., de Jong, T., Pieters, J., Rowland, G. (1999). Supporting Instructional Design with an Information System. In: van den Akker, J., Branch, R.M., Gustafson, K., Nieveen, N., Plomp, T. (eds) Design Approaches and Tools in Education and Training. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4255-7_9
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DOI: https://doi.org/10.1007/978-94-011-4255-7_9
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