The document discusses constructivism in teaching and learning. It begins with an introduction on the increasing complexity of life and learning. It then defines constructivism, noting that knowledge is constructed from perceptions and social conventions rather than simply acquired. The major beliefs of constructivism are that knowledge is subjective, constructed through experiences and reflection, and learning works best through social interaction. Constructivist approaches to teaching are learner-centered and emphasize critical thinking, problem-solving, and self-learning. Three models of online learning are discussed: synchronous, asynchronous, and blended. The importance of online collaboration, communities of inquiry, and developing meaningful online discussions is also covered.

1. CONSTRUCTIVISM IN
TEACHING-LEARNING PROCESS
Dr. Mahesh H. Koltame
Assistant professor,
SNDT Women’s University, Mumbai.
Mahesh.koltame@pvdt.sndt.ac.in

2. Warm-Up activity
Let’s go to
www.menti.co
m and use the
code 7501011
6/25/2022 Dr. Mahesh Koltame CC-BY 2
Q1. On what basis do you decide which
way or method of teaching to choose?

3. Content Outline
▪ Introduction
▪ What is constructivism?
▪ Major beliefs of constructivism
▪ Constructivist approaches to teaching
▪ Useful pedagogical Models and designs.
▪ Three models of online/ digital learning
▪ Online collaborative learning Model
▪ Interactive teaching-learning model
▪ Design interactive learning experiences or activates for knowledge
construction
▪ Empathy is a key “E” in e-learning
▪ How to engage students in online and offline or blended mode?
▪ Questions and answer
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4. Introduction
today's life is exponentially more complicated and
complex then it was 50 years ago. This is a true for
civic life and also much as it is for work life. In the
21st century, citizenship requires certain level of
information and technology literacy that go far
beyond the basic academic knowledge that was
sufficient in the past.
"The illiterate of the 21st century will not be the ones
who can not red and write but those who can not learn
and unlearn and relearn" by-Alvin Toffler
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5. What is constructivism?
▪ Both behaviourist and some elements of cognitive theories of learning are deterministic, in the sense
that behaviour and learning are believed to be rule-based and operate under predictable and constant
conditions over which the individual learner has no or little control. However, constructivists emphasise
the importance of consciousness, free will and social influences on learning.
▪ There is growing evidence from research and observation that suggests students learn
best when they construct their own knowledge and understanding through having
experiences and then reflecting on them. This learning theory, known as Constructivism,
and based on works by Piaget, Vygotsky, Dewey and others, requires students to
be actively involved in their learning process.
▪ The external world is interpreted within the context of that private world. The belief that humans are
essentially active, free and strive for meaning in personal terms has been around for a long time, and is
an essential component of constructivism.
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6. Major beliefs of constructivism
▪ Constructivists believe that knowledge is essentially subjective in nature, constructed from our
perceptions and mutually agreed-upon conventions.
▪ According to this view, we construct new knowledge rather than simply acquire it via memorization or
through transmission from those who know to those who don’t know.
▪ Constructivists believe that meaning or understanding is achieved by assimilating information, relating it
to our existing knowledge, and cognitively processing it (in other words, thinking or reflecting on new
information).
▪ Social constructivists believe that this process works best through discussion and social interaction,
allowing us to test and challenge your own understanding with those of others.
▪ Constructivists argue that individuals consciously strive for meaning to make sense of their environment
in terms of past experience and their present state.
▪ One consequence of constructivist theory is that each individual is unique, because the interaction of
their different experiences, and their search for personal meaning, results in each person being different
from anyone else.
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7. Constructivist approaches to teaching
Learner-
centered
approach
Curiosity
Observation
Critical
thinking
Problem
solving
Creativity
Self-
learning
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8. Constructivist approaches to teaching
▪ Furthermore, knowledge is mainly acquired through social processes or institutions that are
socially constructed: schools, universities, and increasingly these days, online communities.
Thus what is taken to be ‘valued’ knowledge is also socially constructed.
▪ Constructivists believe that learning is a constantly dynamic process.
▪ Thus ‘constructivist’ teachers place a strong emphasis on learners developing personal
meaning through reflection, analysis and the gradual building of layers or depths of knowledge
through conscious and ongoing mental processing.
▪ Reflection, seminars, discussion forums, small group work, and projects are key methods used
to support constructivist learning in campus-based teaching, and online collaborative learning,
and communities of practice are important constructivist methods in online learning.
▪ Although problem-solving can be approached in an objectivist way, by pre-determining a set
of steps or processes to go through pre-determined by ‘experts’, it can also be approached in a
constructivist manner.
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9. Teacher
Observer
Diagnostician
Facilitator
Mentor
✓ Accommodate different learning styles
✓ Create an opportunity to pursue an interests
✓ Develop lifelong learners
✓ Open and trust-based relation
✓ Opportunity to make decision
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10. Interaction Time
Q2. What areas of knowledge do you
think would be best ‘taught’ or learned
through a constructivist approach?.
Let’s go to
www.menti.co
m and use the
code 7501011
6/25/2022 Dr. Mahesh Koltame CC-BY 10
Although constructivist approaches can be and have been
applied to all fields of knowledge, they are more
commonly found in approaches to teaching in the
humanities, social sciences, education, and other less
quantitative subject areas.

11. Useful pedagogical Models and designs
▪ Teaching methods need to be used that help to develop and transfer specific skills
that serve both the purposes of knowledge development and dissemination, while at
the same time preparing graduates for work in a knowledge-based society.
• Classroom
Teaching model
✓Learning by
listing
19th century
model
• Classroom
Teaching-learning
model
✓Learning by listing
✓Learning by talking
20th century
Model
• Blended and open learning model
✓Learning by talking
✓Learning by doing
✓Learning by experience
✓Learning by feeling
✓Learning by reflection
✓Online learning by MOOCs
21st century
model
Behaviourism
Cognitivism
Constructivism Connectivism
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12. Use of Constructivist approaches in online Teaching-Learning
▪ From a constructivist perspective, brains have more plasticity,
adaptability and complexity than current computer software
programs. Other uniquely human factors, such as emotion,
motivation, free will, values, and a wider range of senses, make
human learning very different from the way computers operate.
Following this reasoning, education would be much better served
if computer scientists tried to make software to support learning
more reflective of the way human learning operates, rather than
trying to fit human learning into the current restrictions of
behaviourist computer programming.
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13. Teacher taking
online lecture or
lesson at normal
class schedule
Student
participate in
lecture and
complete
homework later
Teacher gives
feedback in the
real time video
conferencing or
meeting
Asynchronous model or Homework
Model
Synchronous model or Real Time
Model
Teachers
assign task to
students
online
Students
complete tasks
and upload
text/picture/vid
eo as evidence
Teacher gives
feedback
individually by
either chat,
correcting task or
Calling on the
phone
Teacher taking real
time online or F2F
lecture or lesson
Teacher assign
learning tasks to
students online or
F2F mode
Teacher discuss
doubts and issues in
the real-time at live
class
Blended Model
Three models of online/ digital learning
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14. Synchronous model or Real Time Model
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15. Asynchronous model or self-learning Model
Moodle
Canvas
Google classroom
Edmodo
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16. Interaction Time
Q3. Out of 100 points how much points will you
give to following?
a. Live lecture using conference tool
b. Pre-recorded lectures with assignments on
LMS
c. by the Use of social media
Blogs/Facebook/WhatsApp etc.
d. By the use of SMS and phone calls.
Let’s go to
www.menti.co
m and use the
code 1543998
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17. Current online teaching-learning
Connecting to the learner is just the first step. The design
process is essential but predictably ignored in the current
pandemic crisis reaction.
▪ Old wine in new bottles: classroom-type online learning
model
Teacher poorly ported their classroom lesion plans to
online delivery, without creative design. College students
forced to learn online were often bored. Appropriate
design is even more important remote and digitally
connect learners.
The most important thing we ignored is that students
studying online are in a different learning environment or
context than students learning in a classroom, and the
design needs to take account of this.
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18. Online learning and teaching models
Online learning is increasingly influencing both classroom/campus-based teaching but more importantly it
is leading to new models or designs for teaching and learning.
▪ Old wine in new bottles: classroom-type online learning
▪ Online collaborative learning
▪ Competency-based learning
▪ Communities of practice
▪ 'Agile' Design: flexible designs for learning
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19. Interaction Time
Q4. What teaching-learning model are
you using to design your current online
teaching-learning?
Write your answer in brief
Let’s go to
www.menti.co
m and use the
code 1543998
6/25/2022 Dr. Mahesh Koltame CC-BY 19

20. Online learning and model
▪ Old wine in new bottles: classroom-type online learning
We start with classroom teaching methods that have been moved
into a technological format with little change to the overall design
principles. I will argue that these are essentially old designs in new
bottles.
✓ Classes using lecture capture
✓ Courses using learning management systems
The limitations of the classroom design model for online learning
▪ Old wine can still be good wine, whether the bottle is new or not.
What matters is whether classroom design meets the changing
needs of a digital age. However, just adding technology to the mix,
or delivering the same design online, does not automatically result
in meeting changing needs.
▪ This model may not be sufficient to meet the higher level skills
needed in a digital age.
▪ Just adding new technology to the classroom design is that we
may just be increasing cost, both in terms of technology and the
time of instructors, without changing outcomes.
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21. Online collaborative learning Model
▪ What is online collaborative learning?
OCL theory provides a model of learning in which
students are encouraged and supported to work
together to create knowledge: to invent, to explore
ways to innovate, and, by so doing, to seek the
conceptual knowledge needed to solve problems
rather than recite what they think is the right answer.
While OCL theory does encourage the learner to be
active and engaged, this is not considered to be
sufficient for learning or knowledge
construction……In the OCL theory, the teacher plays
a key role not as a fellow-learner, but as the link to
the knowledge community, or state of the art in that
discipline. Learning is defined as conceptual change
and is key to building knowledge. Learning activity
needs to be informed and guided by the norms of
the discipline and a discourse process that
emphasises conceptual learning and builds
knowledge.
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22. Core design principles of OCL
▪ Harasim emphasises the importance of
three key phases of knowledge
construction through discourse:
▪ idea generating: this is literally
brainstorming, to collect the divergent
thinking within a group;
▪ idea organising: this is where learners
compare, analyse and categorise the
different ideas previously generated,
again through discussion and argument;
▪ intellectual convergence: the aim here is
to reach a level of intellectual synthesis,
understanding and consensus (including
agreeing to disagree), usually through the
joint construction of some artefact or
piece of work, such as an essay or
assignment.
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23. Online collaboration strategies?
• Online discussion
• Online Group project on google doc
or spared sheet or any other tool
• Online brainstorming
• Online concerts
• Online games
• Online puzzles
• Creation of concept maps
• Creation of Mind maps
• Warm up activates
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24. Community of Inquiry
The Community of Inquiry Model (CoI) is
somewhat similar to the OCW model. As
defined by Garrison, Anderson and Archer
(2000)
An educational community of inquiry is a
group of individuals who collaboratively
engage in purposeful critical discourse and
reflection to construct personal meaning
and confirm mutual understanding.
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25. Core design principles of COL
▪ Garrison, Anderson and Archer argue that there
are three essential elements of a community of
inquiry:
▪ social presence ” is the ability of participants to
identify with the community (e.g., course of study),
communicate purposefully in a trusting
environment, and develop inter-personal
relationships by way of projecting their individual
personalities.”
▪ teaching presence is “the design, facilitation, and
direction of cognitive and social processes for the
purpose of realizing personally meaningful and
educationally worthwhile learning outcomes”.
▪ cognitive presence “is the extent to which learners
are able to construct and confirm meaning
through sustained reflection and discourse“.
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26. Developing meaningful online discussion
For academic and conceptual development,
discussions need to be well organized by the teacher,
and the teacher needs to provide the necessary
support to enable the development of ideas and the
construction of new knowledge for the students.
✓ appropriate technology
✓ clear guidelines on student online behaviour
✓ student orientation and preparation
✓ clear goals
✓ choice of appropriate topics
✓ setting an appropriate ‘tone’ or requirements for discussion
✓ defining clearly learner roles and expectations,
✓ monitoring the participation of individual learners, and
responding accordingly
✓ regular, ongoing instructor ‘presence’
✓ ensuring strong articulation between discussion topics and
assessment.
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27. Interaction Time
Q5. What problem do you face in online
collaboration?
write your answers in a single word.
Let’s go to
www.menti.com
and use the
code 2436069
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28. Learning
Cognitive
Affective
Psychomotor
Social psychomotor learning
activates
• Group project
• Group learning exercises like
puzzle
• Collaborative problem solving
• activates
• Brainstorming
Individual psychomotor
learning activates
• Assignment
• Individual projects
• Puzzles, games
• Skills practice activates
Social affective learning activates
• Sharing stores in the group
• Case or scenario-based group
discussion
• field visits
Individual affective learning
activates
• Watching media, documentary
• Puzzle games
• Small quizzes
Individual Cognitive learning
activates
• Reading course material
• Watching e-tutorial
• Solving problems
• Making notes
• Interactive reflective spots
Social cognitive learning
activates
• Reflective group discussion
with focus questions
• Case-based inquiry in group
• Interviews
Design interactive learning experiences or activates

29. Pedagogical alignment of Online learning Experience
Apply
Learn
Practice
Reflect
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Knowledge
Construction

30. TREY
research
Expectedlearningexperiences
• Split your content into small pieces
• Find the place to add learning experience which will elevate the learning
• Decide nature of learning experience
Micro learning experiences
This type of learning experience is useful to increase the
learning engagement of learners. It is a small scale non-
graded activity that helps learners to retrieve their
learning.
• Focus reflection spot in interactive video/text
• Small quizzes
• Case or scenario-based group discussion
• Practice template
• Puzzle /Games
• Make notes
Macro learning experiences
This type of learning experience is useful to
contextualize and apply their learning. It can be a large s
scale graded or non-graded activity that helps learners
to apply their knowledge in their won context.
• Reflective group discussion with focus questions
• Assignments
• Graded quiz
• Projects
• Collaborative activates
• Brainstorming
30
Dr. Mahesh Koltame CC-BY

31. Experiential learning: learning by doing model
There are many different theorists in this area, such as John Dewey (1938) and more
recently David Kolb (1984).
Simon Fraser University defines experiential learning as: “the strategic, active
engagement of students in opportunities to learn through doing, and reflection on
those activities, which empowers them to apply their theoretical knowledge to practical
endeavours in a multitude of settings inside and outside of the classroom.”
There is a wide range of design models that aim to embed learning within real world
contexts, including:
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32. Experiential learning strategies?
▪ laboratory, workshop or studio work;
▪ apprenticeship;
▪ problem-based learning;
▪ case-based learning;
▪ project-based learning;
▪ inquiry-based learning;
▪ cooperative (work- or community-based) learning.
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33. Blended and fully online Experiential learning strategies?
1. blended or flipped learning:
▪ Case based inquiry
2. fully online:
▪ e-portfolios
▪ multimedia for reporting,
▪ remote labs for experimental work
▪ Virtual field visits
▪ Virtual museum tour
▪ Virtual labs
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34. Empathy is a key “E” in e-learning
▪ Your students are under tress with uncertainty and
unclear pathways to the future. they are balancing
changes in every aspects of their lives: School, home,
community and family.
▪ If you are moving to new mode of teaching-learning
or design model, give yourself and students time to
gate comfortable and try to make them comfortable.
▪ Oure students need empathy: connection,
communication and authenticity.
▪ Empathy is not counselling or coaching. It is respect
for the deferent realities of your teaching-learning
discourse.
▪ Give them content, context, collaboration and
empathy.
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35. How to engage students in online and offline or blended mode?
In synchronous mode
▪ Use appropriate learning design model and method and plan lesson accordingly.
▪ Conferencing tool must be simple
▪ Light and nimble
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Ask questions to keep learners engage
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36. In Asynchronous mode
▪ Use appropriate learning design model for learning experience design
▪ Learning tool or /LMS must be simple
▪ Give training of how to use LMS or other media
▪ Flexibility and accessibility
▪ Light and nimble
▪ Give human touch to text content
▪ Content, learner activities, tools used and assessment vary, according to the changing
environment
▪ Experiential, open and applied learning
▪ Take a small breaks after every 30 minutes
▪ Give informal sharing space
▪ Give support and assign job aids
▪ Promote note taking
▪ Give interactive, Quizzes,
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37. How blog will be more useful in teaching?
▪ Write blog according to the context
▪ Use simple language
▪ Keep short.
▪ Give human touch
▪ Make it more attractive by the creative use of icons, images, clipart's, graphics etc.
▪ Add video recording of relevant video clip
▪ Add stories and scenarios
▪ Promote discussion
▪ Promote collaborative blog writing or other group projects
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38. How to inculcate values through online learning?
▪ By the use of scenarios and stores
▪ Simulations
▪ Videos
▪ Through the open interaction
▪ Promote discussion of social matters
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39. In this pandemic, how can we give education to all rural and
urban?
By the Home school
partnership
By continuous
connectedness’ with students
(through WhatsApp, SMS,
Phone calls etc.)
Use of TV, Radio, and other
mass media
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40. THANK YOU!
Mob. 9923917066
Email: Mahesh.koltame@pvdt.sndt.ac.in
linkden: https://www.linkedin.com/in/dr-mahesh-koltame-aa30681a2
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