Constructivist Education

In the coming decades, the platforms and formalisms scholars employ to display, transform, and transmit information will continue to evolve. Innovations in information management did not stop with the codex. They will not stop with the PC. The purpose of this paper is to explore a specific implication that new paradigms of computing—especially those pertaining to 3D objects and 3D environments—will present for the discipline of history. Put simply, this study suggests historians will need to re‐think the aesthetics of their discipline. Drawing on the experience of the<it> 3D Virtual Buildings Project</it>, it suggests there are two possibilities historians can and ought to explore. The first is to test the efficacy of 3D objects as cognitive tools, tools designed to assist student realization that historical works are models, models that must be distinguished from the objects they represent. The second is to explore the use of 3D‐immersive environments as platforms to display research findings. If Virtual Reality is to emerge as a viable medium for the historical discipline, scholars will need to transform their practice. Assumptions regarding the constitution of narrative, authorship and the scholarly work will all require modification.

This chapter describes a digital storytelling project of national scope founded by the Museum of the Person and NGO Aracati: the One Million Life Stories of Youth Movement. The project's aim is to mobilise one million young people between the ages of 15 to 29 for the purposes of democratic participation and activism, through the medium of digital storytelling. This is the creation of three to four minute recorded autobiographical narratives, enhanced in most cases by soundtracks and multimedia. The chapter considers the adaptation of this genre within a Brazilian context, with particular reference to the transition to democracy, ongoing since the abertura of 1985; and the autonomous development of digital inclusion and popular archive projects. I also consider the specific aims and methodologies underpinning the project itself, especially pedagogical philosophy and particular forms of networking practices enabled by mobile media and the project's dedicated site, the open-source virtual platform IREDES.

The goal of combining language instruction with the teaching of core content has been widely adopted in European schools and universities, at least since the 1990s. Where English is the medium of instruction, that aim is being referred to as embedding English in the curriculum. The policy is now being advocated in Australian and New Zealand schools and universities (where tertiary-level students often need supplementary language support). The concept has its roots in Content Based Language Instruction (CBLI) as well as in the older tradition known as English for Specific Purposes (ESP). These approaches to language teaching influenced the more development in Europe of ‘Content and Language Integrated Learning’ (CLIL). CLIL has what is called a “dual focus,” aiming to develop language skills and content knowledge in tandem. I here suggest that all these projects have been inadequately theorized and, drawing on research in the psychology of writing, argue that language is already deeply embedded in disciplinary practice and that writing in particular plays a widely misrecognised role in learning and knowledge creation in the disciplines. This claim has important implications for “integrated” approaches to curriculum development, particularly when such curricula are designed jointly by applied linguists and disciplinary specialists.

" This study implemented the proposed model of a constructivist teaching- learning process and determined the extent by which the students manifested the institutional learning outcomes which include competency, credibility, commitment and collaboration.  It also investigated if there was an improvement in the learning outcomes after the implementation of the constructivist teaching-learning process and determined the students’ acceptance of the constructivist teaching-learning process.  Towards the end a plan of action was proposed to enhance the students’ manifestation of the institutional learning outcomes.  It made use of the qualitative- quantitative method particularly the descriptive design. 
The results of the study revealed that the students manifest competency, credibility, commitment and collaboration as they accept positively the constructivist teaching-learning process in their chemistry laboratory subject.  It can be deduced from the findings that the constructivist teaching-learning process improved the learning outcomes of the students.  The use of the proposed plan of action is recommended for an effective chemistry laboratory instruction."

"Main topics of this conference:
1) The audiovisual archive of FMSH in social and human sciences and the question of how to make accessible the high diversity of the scientific content ofthisarchive;
2.The working interface of the semiotic processing tool Interview developed by INA (Institut National de l’Audiovisuel) and ESCoM-MSH.
3) The theoretical and methodological assumptions that underly the Interview processing tool.
4) Experimentations and pilots.
5) Perspectives."