Towards an idea-centered, principle-based design approach to support learning as knowledge creation

  • Huang-Yao HongEmail author
  • Florence R. Sullivan
Research Article


While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557–576 2004), an important question remains to be answered—what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.


Knowledge building Knowledge creation Principle-based design Idea-centered design Idea improvement Community knowledge Instructional design 



The preparation of this paper was supported in part by the Social Sciences and Humanities Research Council of Canada, Grant 512-2002-1016. We extend special thanks to the students, teachers, and principal of the Institute of Child Study, University of Toronto, for their creative work and for the research opportunities enabled by it. We also extend our thanks to the editor and three anonymous reviewers for their helpful comments.


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Copyright information

© Association for Educational Communications and Technology 2009

Authors and Affiliations

  1. 1.National Chengchi UniversityWenshan District, TaipeiTaiwan, ROC
  2. 2.University of Massachusetts, AmherstAmherstUSA

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