Navigating a New Digital Publishing Platform: A Constructivist Approach
Engaging in the creation of a course development handbook using Pressbooks has been a transformative learning experience. Coming to this project as a novice, with only some prior experience using WordPress, I have encountered both challenges and opportunities for growth. This process has underscored the value of experiential learning, demonstrating that reading all the instructions at the outset, before actually using Pressbooks, was not as effective as learning by doing. The instructions made more sense when I applied them in real time while working on the project.
The constructivist theories of Jean Piaget (1950) and Lev Vygotsky (1978) provide a useful framework for understanding my learning process. Piaget posited that learning occurs through active engagement with new material, constructing knowledge through experience rather than passive absorption. Similarly, Vygotsky’s concept of the Zone of Proximal Development (ZPD) underscores the importance of scaffolding—learning is most effective when it is situated within a challenge that is just beyond one’s current abilities but achievable with guidance. In this case, encountering Pressbooks through hands-on experimentation, rather than solely through prior instruction, has allowed for meaningful knowledge construction.
The Role of Situated Learning and Cognitive Load Theory
John Seely Brown, Allan Collins, and Paul Duguid (1989) emphasize that learning is most effective when it is situated in authentic contexts. This perspective aligns with my experience—reading instructional materials in advance was of limited utility because their relevance only became clear in the act of using the platform. This realization aligns with Lave and Wenger’s (1991) theory of situated learning, which argues that knowledge is best constructed in contextually relevant environments.
Additionally, cognitive load theory (Sweller, 1988) offers insight into my challenges. The instructional materials for Pressbooks, while valuable, often introduced a high extraneous cognitive load by presenting abstract information without immediate application. When instructions were engaged in tandem with practical application, the intrinsic cognitive load—related to the complexity of the task—became more manageable. This aligns with Mayer’s (2005) multimedia learning principles, which stress that learning is more effective when new content is immediately contextualized within meaningful activities.
Implications for Faculty Development and Course Design
My experience with Pressbooks has reinforced the importance of designing faculty development and instructional resources with a balance of just-in-time learning and structured scaffolding. For faculty unfamiliar with digital tools, providing opportunities for immediate, hands-on engagement rather than extensive pre-reading could enhance knowledge retention and skill acquisition. This has direct implications for the way we approach professional development initiatives within the teaching and learning center, ensuring that support structures align with cognitive and constructivist learning principles.
This project has deepened my understanding of both digital publishing and effective instructional design. As I continue developing the handbook, I will incorporate these insights into my pedagogical practice, advocating for learning experiences that are structured yet flexible, scaffolded yet exploratory. The work ahead remains iterative, but this experience has solidified my belief in the power of active learning and the necessity of designing instructional supports that meet learners at their moment of need.
To view the handbook under construction see here.
References
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
Piaget, J. (1950). The psychology of intelligence. Routledge & Kegan Paul.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257-285.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.