Teachers College, Columbia University
Cognition and Computers

Mauricio Miraglia mem2009@columbia.edu
A Constructivist Learning Environment Model for the Learning of English as a Foreign Language. October 2001

I.Overview
In my previous paper I focused on the teaching of reading for the TOEFL (Test of English as a Foreign Language) and how the implementation of diverse knowledge representations could enhance the learning process of reading skills in learners of English as a foreign language.  I would like to expand on the context of language learning and present through this paper a first approach to a constructivist design model in the domain of EFL (English as a foreign language).  This paper examines seven guidelines on how to build a constructivist learning environment giving theoretical evidence from the bibliography required for Cognition and Computers followed up by examples for application of these guidelines.  The paper also suggests a method of assessment for learners as well as an evaluation of the learning environment in terms of how successfully users and the learning environment interact with one another and how this model would facilitate the learning process.

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I work in the field of English as a foreign language, and hold a degree in Intructional Technology and Media. This site started back in 2001 at Teachers College/Columbia University in New York City. It later became a digital record of part of my work as a graduate student and as a professional. Today this site is open for visitors to share and discuss ideas on education, efl, esl, and on how the media and technology can better facilitate our students’ learning processes.

Links

TOEFL iBT Next Generation at US Journal of Academics, April 2006

Talleres comunales de inglés: fortalezas y desafíos, Jan 2006

Aprendizaje efectivo: Inglés en inglés, Jan 2005

EXSEL: una experiencia de inteligencia emocional en la escuela October, 2003

Program in Communication, Computing & Technology in Education
The Monthly Monitor, October 2003

Promover la Educación a través del Programa Fulbright, October 2003