I posted this last week but it didn’t appear in Feedly, so I’m posting it again.
I hope you’ll help me with this constructivist activity! How? Watch the video then answer the question by commenting on this post. 
Start Transcript
I am a contructivist who borrows from behaviourist and cognitivist approaches when necessary.
I am a contructivist because my main focus is helping people to understand how and why we misunderstand each other, and then providing tools to help people manage misunderstandings when they happen.
Those tools are theories, and concepts wrapped into activities all pertaining to interpersonal communications and the way that we interpret what we see hear, see and read. Interpersonal communications always involves more than one person and each person filters and interprets from the outside world and from other people to create their own interpretation or their own reality, so that lines up with constuctivist thinking.
“Constructionists believe that the mind filters input from the world to produce it’s own unique reality (Jonassen in Ertmer & Newby, 2013, p.55) and that humans create meaning as opposed to acquiring it.
To demonstrate an activity that I would use in a business-writing course, for instance, I am going to hold up a word, and when you respond to my post I would like you to tell me the very first thing that you thought of when you saw this word VIEW VIDEO TO SEE THE WORD.
End Transcript
Note: I pondered how to respond to this activity for a couple of weeks and finally decided to share the video I created in Flipgrid for LRNT504: Instructional Design for Technology-Mediated Learning. Once a few people respond, I will share another video from a live session that I taught in the Spring 2017, that demonstrates how to adapt constructivist methods for online delivery. I’m excited to share this with my LRNT523 peers.
Reference:
Ertmer, P. A. & Newby, T. J. (2013). Behaviorism, congnitivism, constuctivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), pp. 43-71.