Cognitive constructivism tells us that people won’t immediately understand the information they are given; they will need to ‘construct’ their own knowledge through experience.
Constructivists see knowledge construction as a dynamic process that happens through the interactions between the learners’ internal and external environments
Help your learners construct the knowledge they need.
Organisations have high expectations of their learning and development. But too often they are only understand learning in terms of the training room. What is not very well understood is that it takes a blended learning approach to enable a person to become competent, develop proficiency and become expert.
The Five Stages to becoming an expert
William Winn, in his article, ‘Cognitive Perspectives in Psychology’ (1996, p.92) discusses the five stages to becoming an expert:
Looking at learning in this way highlights the complex interplay between instruction, practice, context, experience and individual efficacy. And then there’s the eternal challenge that all organisational learning faces: time and expectations.
Blended learning is often thought of as computer assisted learning. While there is no doubt that technology plays a valuable role, there is a lot more to blended organisational learning than just the technology. For example face-to-face training, coaching, group projects, individual projects, on-the-job opportunities, self-directed, conversations, dialogue, reflection, role plays, simulations, games, puzzles, quizzes, debates, research, job rotations, mentoring, shadowing, discovery, problem solving, eLearning and webinars.
Designing a blended organisational learning is about incorporating a range of purposely selected theories, methods and tools based on the context of the organisation and the learner to create an effective learning experience that moves the learner from novice to proficient as effectively and efficiently as possible.