Communal Constructivism ist eine Konzept von Bryn Holmes aus dem Jahr 2001:
In this model, students will not simply pass through a course like water through a sieve but instead leave their own imprint in the learning process.
Ronan McGuirk and Alexis Donnelly, Department of Computer Science, Trinity College, Dublin:
A new learning style, Communal Constructivism, is an approach to learning in which students not only construct their own knowledge (Constructivism) through interaction with their environment (social Constructivism) but also are actively involved in constructing knowledge for their own learning community. The different human computer interface used by visually impaired students using ICTs, gives rise to teaching and learning challenges than can be more readily addressed in a context inspired by communal constructivism. Communal constructivism appears to offer a more effective way of integrating students with visual impairments into mainstream education than the traditional teacher dominated class. This paper reports our initial findings from case studies of two ECDL courses and of a M.Sc. in IT in Education course based on a philosophy of communal constructivism. Structured interviews were employed in all case studies, while the first author, who himself has a visual impairment, also acted as participant-observer in the MSc. course of the third case study. Preliminary findings indicate that communal constructivism is particularly welcoming and accommodating of difference, both in educational content and learning style The communal constructivist philosophy of the M.Sc. course allowed important information regarding barriers & learning styles to be collected, presented, discussed and assimilated with a direct, immediate effect on participants, both students and staff.
Renée Fountain, University Laval, Québec:
According to CC [Communal Constructivism, ts], students construct learning “for” as well as “with” others, ideally leaving their imprint in the development of the course, their school or university, and ideally the discipline. [...] “The goal of such “cocurricularization” is to influence the quality of ALL work, not just one’s own. Quality is to be influenced OVER TIME (long term sustainability of knowledge-Ciffolilli, 2003 & Schwartz, 2004), ACROSS collectivities (across students, over classes, over years, over generations-Scardamalia & Bereiter, 1994), VIA opennatured projects and TOWARDS creating “impossible public goods” (Ciffolilli, 2003).”