Constructivism Taken To A New Level

This week I read Diana Walczak article "Encompassing Education" that focused on Adventure Learning. Walczak’s presentation of Adventure Learning takes constructivism to a new level. The Tangitrek she describes incorporates self-directed learning, discovery learning, and situated learning opportunities. Constructivism calls for learning environments that are realistic and relevant, collaborative, offer multiple means of presentation, emphasize learner ownership, and nurture metacognition (Driscoll, 2005). The virtual environment that Walczak describes fulfills this criterion. The use of a virtual laboratory makes situated learning opportunities possible where they may not otherwise be feasible.

Maria Montessori, an early constructivist, advocated for mastery (1964). Although Walczak states that the Adventure Learning model will keep track of the student’s skill levels, it is unclear if mastery is required before proceeding to the next level. This is a strategy I would like to see added to the Adventure Learning Model. Constructivism also calls for time to reflect. According to Alessi and Trollip (2001), a key principle of constructivism should be to “encourage learners to accept and reflect on the complexity of the real world.” Because so much of Adventure Learning is done virtually, taking time to focus on reality is crucial. The Tangitrek may be so realistic that the line between real and virtual may become very blurred.