It’s a matter of this–if students have input into their own learning goals, then they are more likely to invest part of themselves in the course, because they are working towards their own goals.

The idea behind constructivism is also that students build knowledge by doing. So it’s not at all a free-for-all, but a process where the teacher is a facilitator, there’s discussion, there’s hands on exploring, etc.

For example, if you were trying to introduce a particular software tool or process with BCIS students, you might give them the tool to explore for 20 minutes, then have them talk with the class about the uses they see for the tool in business, how the tool works, –the downsides, etc. So rather than “telling,” students explore, discuss, and you also are a part of the discussion and have learning ends in mind. And the students with prior knowledge help become guides as well.

I have much to learn about constructivist learning, but that is more what it would look like, I believe.

I was very inspired the conversation in Arthus’s session, and thought what would be different if we asked our students to set their own learning goals at the beginning of a year. And then reviewed them periodically….?