Weller’s (2020) discussion of constructivism raises an important tension between learner autonomy and educator guidance. When does providing too little support become abandonment of the learner, and when does providing too much become prescriptive and a constraint?

Weller (2020) explained that constructivism became a relevant framework as educators considered whether the Web could move learning beyond the format of traditional knowledge transmission, often coined the “sage on the stage.” The Web enabled access to multiple sources of communication and information, creating opportunities for more active and socially constructed approaches to learning.

Weller stressed that constructivism is a learning theory, not a specific pedagogy. While it can inform pedagogy, providing technology is not itself pedagogy. He cautioned that constructivism can become an excuse for poor course design and challenged the assumption that discovery-based approaches are not necessarily superior to guided learning (Weller, 2020). If learners are expected to construct knowledge, what responsibility does the educator retain for designing the conditions that support that construction?

Jesse Stommel’s (2020) critique and his detest of scaffolding pushed this inquiry further. He questioned the who decides what the learner needs. Is it the educator or the learner? And when scaffolding reduces complexity, does it also reduce learner agency and the complexity required to build meaning? 

My current takeaway is that the learner-centred approach not mean educator-absent learning. Creating meaningful opportunities for learners to construct knowledge may require more intentional instruction, rather than less. How do we translate a theory of learning into deliberate pedagogical choices, with key educator touch points for the range of learner needs. And then, how do we capitalize on the use of the vast digital tools available to make those touch points available.

References

Stommel, J. (2020, December 3). Between the chapter: Constructivism [Audio podcast episode]. In L. Pasquini (Host), 25 years of ed tech: The serialized audio version. https://25years.opened.ca/2020/12/03/between-the-chapter-constructivism/

Weller, M. (2020). 25 years of ed tech. Athabasca University Press. https://doi.org/10.15215/aupress/9781771993050.01