Learning+Model+Comparative+Article

This page compares two constructivist learning models for the constructivist criteria of being student-centered, having a teacher as a facilitator, having an emphasis on active learning and connections to real-world problems, and having an emphasis on collaboration. The two models I will be comparing are "Project-based Learning" and "Computer Supported Intentional Learning Environments." These models are very similar, yet have some differences mainly in the types of collaboration they emphasize.

Here are some graphics to represent the different models: Computer Supported Intentional Learning Environments (CSILE) I have researched both learning models and prepared a chart to illustrate which constructivist characteristics are met by each one.
 * Constructivist Learning Models Comparative Chart**
 * Criteria || **Project-Based Learning** || **CSILE** ||
 * Student-centered || Freedom to create artifacts that are shared and critiqued by other students. (YES) || Students know what objectives are. Student group-centered rather than individual-centered. (YES) ||
 * Instructor as facilitator || Instructor facilitates group work and student collaboration. (YES) || Teacher as facilitator and only leads when explaining assignment or managing turn-taking amongst students. (YES) ||
 * Active learning and learning connected to real-world problems || Assessment criteria is similar to that in the “work world”, projects can connect to real-world experiences. (SOME) || Information comes from school and outside sources, student work is available to others. Not didactic or activity-centered, combination of both. (SOME) ||
 * Collaboration || Emphasis on collaboration with students, teachers, and community. (YES) || School as a knowledge-building community. Interaction and discourse. Communal database.(YES) ||

Both the project-based learning model and the CSILE learning model emphasize cooperative learning and an inquiry process. They are very similar because of their emphasis on cooperative learning, the teacher as a facilitator, and the idea that the learning must somehow be relevant to real-world situations. It seems to me, however, that the CSILE model allows for more collaboration and ownership amongst students. The project-based learning model values small group work in the form of projects or artifacts that represent the learning students have gone through with the inquiry process and their research (Project, 2012). CSILE, on the other hand, sees the whole school as a “knowledge-building community” and is more collaborative because it uses the idea of a communal database of information for students to use (Scardmalia & Bereiter, 1994). This communal database would be an online resource that students and teachers could add to as they learn and they would use it to learn from one another as well. Project-based learning may not be intentional because although students are using the inquiry process and creating their own (often very different) artifacts, they may still not know why they are completing the project. CSILE stresses the importance of intentional learning and making sure the students always know what learning objectives they are working toward. Students also reflect on their progress toward the learning targets using self-directed formative assessments in CSILE. While project-based learning also urges students to reflect, CSILE seems to encourage this more directly. Both learning models offer differentiation for students with various learning styles. Projects can be differentiated easily by offering different project choices for many different learning styles. This takes time for the teacher, but can be well worth it. CSILE presents less opportunities for differentiating because this learning model is centered on discourse and a communal database, which is online. This means that if a student does not learn easily by writing or reading, chances are likely that this student might get bored in the CSILE model. However, teachers could always add video, chat, photos, and interactive games to the database in order to offer students more variety. Project-based learning and CSILE offer collaborative environments where students can learn in a variety of ways and they can take ownership for their learning. Despite their similarities, I would like to use the CSILE model as a basis for the creation of my learning space because it seems to offer more opportunities for my whole class to work together to build their knowledge, and the computer-supported aspect is important for my photojournalism classroom. Since we are a photojournalism class, the computer-supported method, including a communal class database, is important to have so that students can share their work with one another and the community. Also, the emphasis that CSILE has on intentional learning is very important in any classroom setting. If students don’t know why they are working on an assignment, they will not be able to reflect on their strengths and weaknesses or celebrate their progress.

WORKS CITED Project-based learning. (2012). Houghton Mifflin Company. Retrieved from [|http://college.cengage.com/education/resources/res_project/students/c2007/background.htm]l

Scardmalia, M. & Bereiter, C. (1994). Computer support for knowledge-building communities. //The Journal of the Learning Sciences//, //3//(3), 265-283.