Learning by making

Learning by making (alternatively known as constructionism (depending on a stressor, also known as challenge-based learning, problem-based learning, project-based learning, and scenario-based learning; hereinafter, the Method) is an educational method that is based on experiential working on real-world projects related to the subject of learning.

Mechanics

Constructionism. According to Seymour Papert, constructionism is, put roughly, learning by making. That Papert is known to struggle with the idea of defining Constructionism by a “pipeline” of knowledge-giving hints at its nature–open-ended, learner-centered, playful, non-institutional, non-academis, and so difficult to describe in an academic context. Papert explained that, while close in meaning and spelling as Constructivism, it is suitably unique: “Constructionism–the N word as opposed to the V word–shares constructivism’s connotation of learning as “building knowledge structures” irrespective of the circumstances of the learning. It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe.” Papert went on to describe Constructionism as a kind of learning which “allows full range of intellectual styles and preferences to each find a point of equilibrium. (Papert, Harel 1991)

As reaction to an objective

• Project-based learning. A method of framing curriculum that results in students learning through projects (rather than simply completing projects). ASCD explains that the “core idea of project-based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.”

As reaction to a challenge

• Challenge-based learning. Challenge-Based Learning is a learning model pushed by Apple that promotes the academic classroom as a think tank to solve authentic problems. It is similar to place-based education and project-based learning as a teaching tool. Apple defines Challenge-Based Learning as “an engaging multidisciplinary approach to teaching and learning that encourages learners to leverage the technology they use in their daily lives to solve real-world problems. Challenge Based Learning is collaborative and hands-on, asking students to work with peers, teachers, and experts in their communities and around the world to ask good questions, develop deep subject area knowledge, identify and solve challenges, take action, and share their experience.”

As reaction to a problem

• Problem-based learning. Similar to challenge-based learning, problem-based learning is a learning framework that uses (ideally authentic and highly personal) problems to frame learning experiences. Problem-based learning, then, uses the problem to necessitate a need to know in the student, which ideally would create a sense of both motivation and context for the learning experience.

As reaction to a scenario

• Scenario-based learning. Scenario-based learning is a mode of learning that functions as a social simulation, requiring students to use authentic contexts to solve problems. Sounds a lot like problem-based learning, doesn’t it? It is, but the scenario doesn’t have to be a “problem.” Massey University explains. “Scenario-based learning (SBL) uses interactive scenarios to support active learning strategies such as problem-based or case-based learning. It normally involves students working their way through a storyline, usually based around an ill-structured or complex problem, which they are required to solve. In the process students must apply their subject knowledge, and critical thinking and problem solving skills in a safe, real-world context. SBL is often non-linear, and can provide numerous feedback opportunities to students, based on the decisions they make at each stage in the process. Scenario-based learning may be self-contained, in that completing the scenario is the entire task, or it may be the first part of a larger assignment requiring the student to complete the scenario, and then provide a written or oral reflection and self-assessment on the process. As for the research basis, Massey University goes on to offer that SBL “is based on the principles of situated learning theory (Lave & Wenger, 1991), which argues that learning best takes place in the context in which it is going to be used, and situated cognition, the idea that knowledge is best acquired and more fully understood when situated within its context (Kindley, 2002)”

Related lectures

• Introduction to Education