Think, Do, Reflect: Using Constructivism in Instructional Design

Whether you're brand new to the field or just looking for a refresher, today's episode will help you understand what constructivism is, how it's applied in instructional design, and how you can begin to incorporate it into your own practice. 

Constructivist Learning Theory transforms how we understand the learning process, positioning learners as active builders of knowledge rather than passive recipients of information. Whether you're new to instructional design or looking to refresh your theoretical foundation, this episode offers valuable insights into this powerful approach.

Share this episode with fellow instructional designers and let us know how you're implementing constructivist principles in your work. Together, we can create learning experiences that truly transform understanding.

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Episode Transcript

Jackie Pelegrin (00:01):
Hello and welcome to the Designing with
Love podcast.
I am your host, Jackie Pelegrin, where my goal is to bring you
information, tips, and tricks asan instructional designer.
Hello, GCU students, alumni,and fellow educators, welcome to
episode 62 of the Designingwith Love podcast.

(00:23):
Today, we're diving into one ofthe foundational theories in
instructional design, which isconstructivist learning theory.
Whether you're brand new to thefield or just looking for a
refresher, today's episode willhelp you understand what
constructivism is, how it'sapplied in instructional design,
and how you can begin toincorporate it into your own

(00:44):
practice.
So grab a coffee, yournotebook, and let's get started.
Constructivist learning theoryis based on the idea that
learners construct their ownunderstanding and knowledge of
the world through experiencesand reflecting on those
experiences.
Rather than passively receivinginformation, learners are

(01:05):
active participants in theirlearning process.
This theory has roots in thework of educational
psychologists like Jean Piaget,Lev Vygotsky, and Jerome Bruner,
who all emphasize theimportance of social interaction
, prior knowledge, and authenticcontext in learning.
In a constructivist environment.

(01:25):
Learning is not just aboutmemorizing facts.
It's about exploring,questioning, problem-solving,
and meaning-making, often incollaboration with others.
So, how is it used ininstructional design?
Instructional designers whofollow a constructivist approach
often create learningenvironments that do the

following (01:44):
Number one, encourage exploration and inquiry.
Number two promotescollaborative learning and
discussion.
Number three, integratereal-world, authentic tasks.
Number four allows learners toreflect on their own experiences
.
And number five builds uponlearners' prior knowledge and

(02:06):
experiences.
Rather than designinginstruction that strictly
follows a linear path.
Constructivist-inspired coursesoften involve open-ended
problems, case-based learning,project-based learning, or
problem-based learning, alsoknown as PBL.
You might also see scaffolding,known as supportive structures,

(02:28):
provided early on, thatgradually fade as learners
become more competent.
If you want to startincorporating constructivist
principles into your design work, here are a few practical tips.
Tip number one start with areal-world problem Instead of
giving learners all the answersup front.

(02:48):
Pose a challenge or scenariothey can explore.
This hooks their curiosity andmakes learning meaningful.
Tip number two designactivities for exploration, not
just content delivery.
Here you can give learners thetools and resources to explore
concepts on their own or insmall groups.

(03:09):
Tip number three encouragecollaboration.
To help foster this, includeopportunities for learners to
share ideas, negotiateunderstanding and build
knowledge socially, just likethey would in real life.
Tip number four use reflectionactivities.
Have learners reflect on whatthey just learned, how they

(03:32):
learned it and how they canapply it.
This could be a journalingexercise, discussion board post
or debrief session.
Tip number five be a guide, nota lecturer.
Think of yourself or your courseas a facilitator of learning
rather than the sole source ofknowledge.
Let's say you're designing atraining module for new project

(03:55):
managers.
Instead of delivering a longpresentation about project
management principles, youdesign a simulation where
learners are placed in the roleof a team lead managing a
fictional project.
They receive emails, budgetsand schedules and must work
through problems like teamconflict, scope creep and

(04:15):
stakeholder communication.
Along the way they consultresources, collaborate with
peers in discussion forums andreflect on the impact of their
decisions.
At the end, they present theirlessons learned and how they'd
handle things differently in thefuture.
This is constructivism inaction.
Learners are activelyconstructing knowledge by doing,

(04:38):
reflecting and connecting theirexperiences to theoretical
principles.
Now that you've heard howconstructivist learning theory
can come to life in a real-worldscenario, let's take a moment
to reflect.
Think about a course, trainingor learning experience you've
recently designed or one you'recurrently working on.

(04:59):
Then ask yourself the followingquestions when are
opportunities for learners toactively explore, investigate or
problem-solve?
Are opportunities for learnersto actively explore, investigate
or problem solve?
How can you incorporatereal-world contexts or scenarios
to make the learning moremeaningful?
Are there ways you can build inmore collaboration or
peer-to-peer learning?

(05:19):
How are you encouragingreflection before, during or
after the learning experience?
What kind of support orscaffolding might learners need
at the beginning that you cangradually remove as they gain
confidence?
Take a few minutes to jot downyour answers.
Sketch a redesign idea orbrainstorm one constructivist

(05:43):
element you could add to yournext learning experience.
Remember, even small shifts,like adding a reflection
question, a discussion prompt ora scenario, can bring a
constructivist touch to yourdesign.
Constructivist learning theoryreminds us that learning is not
a passive act.
It's deeply personal, socialand rooted in experience.

(06:06):
As an instructional designer,you have the power to create
spaces where learners engage inmeaningful, authentic and
lasting learning experiences.
And remember, you don't have tothrow out all structure or
content to embraceconstructivism.
Instead, you can layer inconstructivist strategies like

(06:26):
collaboration, reflection andproblem solving to enrich your
learning experiences.
If you found this episodehelpful, please share it with
someone who's on their owninstructional design journey.
Also, if you're looking formore resources or want to
support the show, check out thelinks in the show notes.
As I conclude, this episode Iwould like to share an inspiring

(06:48):
quote by Jerome Bruner, one ofthe key figures the show notes.
As I conclude this episode, Iwould like to share an inspiring
quote by Jerome Bruner, one ofthe key figures behind this
theory.
The shrewd guess, the fertilehypothesis, the courageous leap
to a tentative conclusion theseare the most valuable coin of
the thinker at work.
Until next time, keep designingwith love and intention.
Until next time, keep designingwith love and intention.