Constructivist emotionally-oriented model

Draft

Definition

• Constructivist emotionally-oriented (CEO) is a "model of web-based learning which emphasizes safety, challenge, and new thinking, and offers several strategies to enhance the emotional experience of learners."

• The CEO model of web-based education emphasizes safety, challenge and new thinking and includes several strategies to enhance the emotional experience of learners.

• Emotions have been neglected in education and online education, in favor of a heavy emphasis on cognition and rationality. (MacFadden, 2005: Abstract).

The Model

This table is copyright by Robert MacFadden 2003, reproduced here with permission' and retrieved 18:43, 1 June 2006 (MEST) from Past & Present Workshops.

Stage	Purpose	Activity	Potential Feelings of Learners
Safety	To create a safe learning environment that facilitates risk taking and examining ones ways of thinking	Construct rules to foster free communication and ensure safety. Monitoring of communication to ensure compliance and safety	Safety, support & acceptance
Challenge	To provide the opportunity for participants to critically examine their knowledge and world views	Introduce exercises and processes that allow participants to step outside their existing ways of thinking	Disequilibrium, confusion, anxiety, frustration in a context of safety support & acceptance
New thinking	To create opportunities for engaging with new knowledge and gaining new ways of viewing the world	Introduce alternative knowledge and ways of viewing the world	"Ah ha!" moments leading to a new equilibrium, satisfaction, exhilaration

Links

• Thinking and Feeling: Building a Constructivist, Emotionally-Oriented Model for Online Education
• Robert MAcFadden's Home page

References

• MacFadden, R.J. Dumbrill, G., Maiter, S. (2000). Web-based education in a graduate faculty of Social Work: Crossing the new frontier. New Technology in the Human Services. Vol. 13, No.2.

• MacFadden, R. J. (2005). Souls on Ice: Incorporating emotion in web-based education. In R. J. MacFadden, B. Moore, M. Herie, & D. Schoech, (Eds.), Web-based education in the human services: Models, methods, and best practices. (pp. 79-98). NY, London, Victoria: The Haworth Press.

• MacFadden, R. J., Maiter, S., & Dumbrill, G. D. (2002). High tech and high touch: the human face of online education. Journal of Technology in Human Services, 20(3/4), 238-300.

• MacFadden, R.J., Herie, M., Maiter, S., Dumbrill, G. (2005). Achieving high touch in high tech: A constructivist, emotionally-oriented model of web-based instruction. Journal of Teaching in Social Work 25 (1/2) 21-44. DOI 10.1300/J067v25n01_02 , ISSN 0884-1233

• MacFadden, R.J., Herie, M., Maiter, S., Dumbrill, G. (2005). Achieving high touch in high tech: A constructivist, emotionally-oriented model of web-based instruction. In Beaulaurier, R., Haffey, M. Technology in Social Work Education, New York: Haworth Press (same as above)

Additional reading

• Martin, B., & Briggs, L. (1986). The affective and cognitive domains: Integration for instruction and research. Englewood Cliffs, NJ: Educational Technology Publications

• Scherer, K., Rimé, B., (1989). Les émotions, Textes de base en Psychologie , Paris:Delachaux et Niestlé.