طراحی یادگیری مبتنی ‌بر وب با تأکید بر معرفت‌شناسی سازنده‌گرایی

  Current growth of philosophical and educational theories and computer technology has provided new forms of education in the world. Modern world has features such as communication, non-congruence, and flexibility. Therefore, web and other multimedia technologies are just information and application resources unless could provide learning field and content. The purpose of this study is reconstruction of education designing with new epistemology approach and development of constructive learning theory for web-based learning designing. This paper analyzes constructivism approach in order to open new horizons for web-based learning. What refers does have constructivism epistemology for web-based learning? Article process includes: 1- Study of constructivism epistemology and review of literature and principles of social and cognitive constructivism learning theories. 2- Construction of conceptual framework for constructive education. 3- Development and construction of web-based distance learning (WBDL) as knowledge production tool and applying these models in educational designing. Among designing paradigm change, premium idea of educational designing necessitates consideration to these two aspects: 1- Epistemology for educational designing: our first duty is conceptualization and embodiment of useful principles for establishment of epistemology of designing knowledge and its learning process. Subjects such as knowledge and awareness are in the field of epistemology which is related to main assumptions of knowledge achieving in the world in which we live: what is knowledge? How could designing be perceived and recognized? Since each special epistemology provides different perception of designing knowledge, referring to epistemology principles and achieving appropriate view for construction of designing knowledge and its learning method for teachers and designers seems to be important. 2- Integration of computer technology: the other aspect that paper focus on it, is confirmation of comprehensive approach of computer technology integration in relation to designation of problem solving opportunity and its content learning. The problem teachers and designers are faced with is that there is not yet relation between methods of computer technology application as a learning subject and methods of computer teaching as its tool.