New Learning ModelConstructivist Learning Environments (CLEs)

Juan Maestre

The GoalOur learning model addresses the way university students should better learn already available knowledge in their field, use it to solve real problems and produce new knowledge.

DescriptionThis learning model would be implemented in the Universidad Politécnica Salesiana in Quito - Ecuador, and serve 50 students enrolled in the last two semesters of undergraduate programs in the robotics and engineering schools.

DescriptionDuring the last two semesters, students enroll in courses wher they develop and work on community-related projects to solve problems.

The idea is to provide students of a better environment and tools to come up with better and original solutions to solve these problems.

CLEs-Based Learning ModelCLEs-Based Learning Model allow students to interact with technology, information and prior-acquired knowledge to generate solutions that solve community-related problems.

Students should be constantly generating new knowledge and have their tutors provide them with all the necessary information sources as well as all the necessary technology that would allow them to have access to information as well as communication channels that will put them in contact with those who might contribute to the development of their proposals.

In the following diagram we can see how this learning model is greatly influenced by the problem itself which would determine the kind of knowledge required. Students will make use of CLEs and tutors to be able to come up with creative and innovative solutions.

tstudent

CLE

knowledge

Information sourcessolutions

tutor

Problem – Challenge / community

CLEs-Based Learning Model

Constructive Learning Environment (CLE)

CLEs-Based Learning Model

student

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

This educational model is based on Constructivist Learning Environments (CLEs) which implement the latest in technology so students can solve real-life problems while interacting with multiple digital and physical platforms as well as with tutors, information sources and the community to produce viable solutions. Students have complete freedom as to how to use their prior knowledge and CLEs to have access to new information and come up with new solutions.

In the diagram on the left, all elements of the model can be clearly identified.

elements

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

Students are the most important element of CLEs, for they are the ones who will make use of all the educational resources and tools in order to create problem-solving prototypes.

CLEs-Based Learning Modelstudents

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

Tutors are to be contacted by students in case further guidance or more information sources are needed. Tutors are also required for prototype evaluation.

Tutors act manily as information source suppliers and moderators in CLEs. Tutors can be physically or virtually present in CLEs in order to monitor and assist students.

CLEs-Based Learning Modeltutors

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

The problem constitutes the challenge to be addressed by the student. It should be real-life type of problem present in the community.

CLEs-Based Learning Modelproblem

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

Technology is another key aspect of CLEs. Predominantly, the type of technology implemented will be digital and computer-centered.

Students will have access to multimedia interactive software to have access to digital information and virtual reality stations to prove their prototypes.

Physical spaces in CLEs would foster critical thinking, creativity and teamwork at all times.

Both digital technology and infrastructure should provide students of all the necessary tools to foster learning processes and the production of new knowledge.

CLEs-Based Learning ModelTechnolgy / infraestructure

CLE

tutorsproblem

Technology /

infrastructure

Knowledge

CLEs-Based Learning ModelTechnology / infrastructure

There are going to be 10 CLEs laboratories located in the Multimedia Formation Center. Each laboratory will have the following:

10 computers. Each computer will be equipped with a Xeon processor, video and graphics card and a 21” monitor. (16Gb RAM, 10Terabytes hard drive) Broadband internet access.

Brainstorming session and meeting space equipped with 1 digital whiteboard and material such as pens and sticky note pads.

Wi-Fi access for mobile devices.

Video conference area equipped with one projector and videoconference equipment (camera, software, etc.)

Project Tracking software technology would allow students to publish advancements of the project so that tutors can evaluate progress. This software would also be available in students’ mobile devices.

CLE

tutorsproblem

Technology /

infrastructure

Knowledge

CLEs-Based Learning ModelTechnology / infrastructure

For each class a maximum number of 10 students could use the lab. A CLE laboratory would look like this:

CLE Laboratory

Computer terminals

Computer

terminals.

Meeting roomVideo

conference room

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

Another important feature of the technology used in this model is the use of social networking as a way for tutors to get in touch with students and provide them with tips on how to better work in teams and sources to a varied array of references that may help them arrive to better ideas.

CLEs-Based Learning ModelTechnology / infraestructure

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

The community and the Community Relationship Center would provide students of all the necessary information regarding the state of the problem.

The role of the Community Relationship Center is to contact members of the community to identify problems and all the agents that might be involved.

CLEs-Based Learning Modelcommunity

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

The Multimedia application center would provide students of all the necessary software and communication tools that they might need to solve a problem.

CLEs-Based Learning ModelMultimedia application center

Constructive Learning Environment (CLE)

students

tutors

Multimedia

Application Center

problem

Technology /

infrastructure

Community

Relationship Center

Knowledge

Another key element in this learning model is knowledge being accessible through a myriad of digital sources as well as from tutors and the community itself.

It is also very important to take into account the student’s prior knowledge in order to encourage successful learning and the creation of truly unique and original proposals.

CLEs-Based Learning Modelknowledge

ImplementationThe university has already approved the creation of CLEs in laboratories in the Multimedia Formation Center located in one of the campuses of the university. Basically, the spaces in these laboratories will have to be redesigned in order to generate interactive and engaging environments that would promote student-centered, problem-focused research.

ImplementationCOSTThe costs of the creation of CLEs would be completely covered by the university at first. However, the university will charge different amounts of money to community beneficiaries depending on the sector and problem being tackled (specially if the problem being solved has private profit-making sectors as main and direct beneficiaries.)

This entry of money would suppose a way to financially sustain and maintain the infraestructure and technology of CLEs as well as pay for teacher training on how to use and implement this model with students.

ImplementationMAINTENANCEThe Multimedia Formation Center would be in charge of the maintenance of all equipment and spaces of CLEs. The will also be in charge of the installation of new software and maintenance of network infrastructure.