Brent G Wilson
Brent has taught at the University of Colorado since 1987. His research centers around a few questions: How to support instructors and designers in creating outstanding instruction; How to encourage appropriate use of learning technologies and resources? How to craft learning experiences that become transformative in the lives of learners?
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Papers by Brent G Wilson
This paper is our initial effort to outline the concept of a distributed learning community as an alternative to teacher-controlled or pre-designed instructional systems. We argue that distributed learning communities constitute an important alternative to centrally designed systems, and that communication technologies can serve to support such learning communities in their efforts. We present below an outline of our current thinking.
1. Argue that the development and validation of teaching models is a legitimate research method, and has been an important vehicle for advancing knowledge in learning and instruction.
2. Show how the development of cognitive teaching models compares to the development of traditional ID theory.
3. Review a number of cognitive teaching models, and discuss a few in detail.
4. Look for insights from these cognitive teaching models that relate to instructional design.
5. Identify issues for future research.
• to offer several reflections about the relationship between design and implementation of learning environments and instructional products; and
• to offer a number of specific recommendations for practicing ID from a situated/constructivist perspective.
In a way, the current interest in learning environments has crept up on us without a full appreciation of its significance. Clearly associated with the constructivist movement, learning environments call to mind a number of images yet to be explored. My purpose in this introduction is to get clear about what we mean by constructivist learning environments and to explain why the idea is worthy of study.
This paper is our initial effort to outline the concept of a distributed learning community as an alternative to teacher-controlled or pre-designed instructional systems. We argue that distributed learning communities constitute an important alternative to centrally designed systems, and that communication technologies can serve to support such learning communities in their efforts. We present below an outline of our current thinking.
1. Argue that the development and validation of teaching models is a legitimate research method, and has been an important vehicle for advancing knowledge in learning and instruction.
2. Show how the development of cognitive teaching models compares to the development of traditional ID theory.
3. Review a number of cognitive teaching models, and discuss a few in detail.
4. Look for insights from these cognitive teaching models that relate to instructional design.
5. Identify issues for future research.
• to offer several reflections about the relationship between design and implementation of learning environments and instructional products; and
• to offer a number of specific recommendations for practicing ID from a situated/constructivist perspective.
In a way, the current interest in learning environments has crept up on us without a full appreciation of its significance. Clearly associated with the constructivist movement, learning environments call to mind a number of images yet to be explored. My purpose in this introduction is to get clear about what we mean by constructivist learning environments and to explain why the idea is worthy of study.