Upon conclusion of an exploration of learning theories I continue to value a learningenvironment that is ﬂexible; offers students choice; time to learn through play, exploration,discovery, and experimentation; and that deﬁnes conclusions not as right or wrong but rather asevidence of growth. As such I am led to rely primarily upon a contructivist centered approachfor learning with a focus on social constructivist theory for the design of learning environments.
In online art education primary objectives for learning are:•authentic activities including apprenticeship, modeling, and coaching;•growth through risk taking and self and group assessment;•exploration of relevant content; and•problem solving in community.Each of these goals serves to aid learners in developing awareness of personal and communityvalues. Anderson (2008) credits Bransford, Brown, and Cocking (1999) with deﬁningcharacteristics of well constructed learning environments as learner, knowledge, assessment, andcommunity-centered. These characteristics contribute to an authentic educational design in whichstudents are afforded opportunities to employ critical thinking skills in order to problem solveand arrive at creative solutions. In this environment, “The teacher/student relationship is bestcharacterized as a partnership.” and “Learning is something that students do forthemselves.” (Kanuka, 2008, p. 104).
When students learn in authentic ways in collaboration with practicing artists, learningbecomes meaningful leading to student accomplishments that are purposeful and relevant.Learners participating in activities with peers and mentors, and sharing their work with membersof the communities in which they live and learn, value their achievements and strive forPersonal Learning Theory