Convergence toward enaction within educational technology: Design for learners and learning

Author: Bopry J.

Source: Cybernetics & Human Knowing, Volume 8, Number 4, 2001 , pp. 47-63(17)

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Abstract:

Educational technology is firmly grounded in the rational tradition. However, there are growing numbers of educational technologists who consider themselves constructivist in orientation. In this paper I look at design in the field of educational technology through the lens of an enactive constructivist framework in order to locate trends that suggest a convergence with the enactive position as explicated in the works of Humberto Maturana and Francisco Varela. The enactive position provides a coherent framewok within which to guide constructivist practice.

Language: English

Document Type: Research article

Affiliations: 1: Instructional Design & Technology, University of North Dakota, College of Education and Human Development. Box 7189, Grand Forks, ND 58202 USA. Email: bopry@und.nodak.edu

Publication date: 2001-01-01