Discussions of pedagogy and instructional design often entail their impact upon the cognitive systems of learners, knowledge transfer, and efforts to organize, facilitate and evaluate learning activities (Bloom, 1956; Mayer, 1983; Gagné, 1985; Gagné, 1988; Bransford and Vye, 1989; Gagné and Merrill, 1990; Gagné, Briggs, and Wager, 1992; Mayer, 1996; Greeno, Collins, and Resnick, 1996; Bransford and Schwartz, 1999). Learning systems have, over the past twenty years, undergone a demonstrable shift in focus from those based in instructivist theory and approaches (logical positivism and identifiable/fixed truth) to constructivist concepts (knowledge as a social construction) and practices, particularly as they take shape in the activities comprising problem-based learning (PBL) (Barrows, 1980, 1992, 1994). A technological one has accompanied this pedagogical shift. The Internet has made possible a transformation and increase in the methods of implementing the best practices and reaching greater numbers of potential learners through systems of distributed education.
|Original language||English (US)|
|Journal||Proceedings - Frontiers in Education Conference|
|State||Published - Dec 1 2002|
|Event||23nd Annual Frontiers in Education; Leading a Revolution in Engineering and Computer Science Education - Boston, MA, United States|
Duration: Nov 6 2002 → Nov 9 2002
All Science Journal Classification (ASJC) codes
- Computer Science Applications