AB+-+Bradley+(2009)


 * **Reference: ** || Bradley, J. (2009). Promoting and supporting authentic online conversations – which comes first – the tools or instructional design? //International Journal of Pedagogies and Learning, 5//(3), 20-31. doi:10.5172/ijpl.5.3.20 ||
 * **Author's: ** || Bradley, J. ||
 * **Title:** || Promoting and supporting authentic online conversations – which comes first – the tools or instructional design? ||
 * **Year:** || 2009 ||
 * **Journal: ** || //International Journal of Pedagogies and Learning // ||
 * **Retrieval Information**: ||  http://dx.doi.org/10.5172/ijpl.5.3.20 ||
 * **Bibliography**: ||  ||
 * This case study was designed to “ embed pedagogical theory into practice [while] blend[ing] the correct online communication tool and effective instructional design ” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 25 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Four participants took part in the study and took part of three activities designed from a constructivist standpoint. The author argued that using the ADDIE model of instructional design is problematic for a constructivist online learning environment because the focus of learning should be on the learning process rather than the content per se. The elements for the design of a constructivist learning environment focuses on “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">keeping students active, constructive, collaborative, intentional, complex, contextual, conversational, and reflective <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 22 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Technology is the conduit through which learning can take place, while the learning is enhanced and facilitated by “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">well-designed learning goals and objectives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 28 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and in the context of constructivist theory “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the skill of the facilitator is integral to achieving successful outcomes <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 28 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Based on cognitive load theory I find it difficult to believe that learners will be able to focus on eight different elements as formulated in this and previous articles. Rather than having the elements interacting with each other all of the time, it is more likely that the elements during learning are used in some sequential way, with perhaps a maximum of four elements applicable at any one time. This article is helpful in identifying and clarifying the constructivist theory regarding interaction and its uses, as well as the role of the facilitator in implementing the theory. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Retrieval Information**: || <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> http://dx.doi.org/10.5172/ijpl.5.3.20 ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">**Bibliography**: ||  ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This case study was designed to “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">embed pedagogical theory into practice [while] blend[ing] the correct online communication tool and effective instructional design <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 25 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Four participants took part in the study and took part of three activities designed from a constructivist standpoint. The author argued that using the ADDIE model of instructional design is problematic for a constructivist online learning environment because the focus of learning should be on the learning process rather than the content per se. The elements for the design of a constructivist learning environment focuses on “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">keeping students active, constructive, collaborative, intentional, complex, contextual, conversational, and reflective <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 22 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Technology is the conduit through which learning can take place, while the learning is enhanced and facilitated by “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">well-designed learning goals and objectives <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 28 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and in the context of constructivist theory “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the skill of the facilitator is integral to achieving successful outcomes <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 28 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Based on cognitive load theory I find it difficult to believe that learners will be able to focus on eight different elements as formulated in this and previous articles. Rather than having the elements interacting with each other all of the time, it is more likely that the elements during learning are used in some sequential way, with perhaps a maximum of four elements applicable at any one time. This article is helpful in identifying and clarifying the constructivist theory regarding interaction and its uses, as well as the role of the facilitator in implementing the theory. ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||
 * **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">Additional References: ** ||  ||
 * N/A ||