Perkins raises [...] the question what information- processing technologies and constructivist perspective offer for educational practice and what the two afford in combination. He emphasizes the "active learner" component as the student elaborates upon and interprets the information given.
Quelle: http://www.elearning-reviews.org/

Perkins (chapter 4) emphasizes the "active learner" component of constructivism. By this he means not just that the learner is an active processor of Information but more importantly that the learner elaborates upon and interprets the Information. Perkins emphasizes that this is not just a phenomenon of higher order learning but occurs even with such simple tasks as learning a person's name (learning a name isn't simply verbal activity). Perkins notes that a constructivist approach need not be discovery learning (Without the Information Given, WIG) but can also focus on more direct instruction as long as the emphasis is ongoing "Beyond the Information Given" (BIG). Whether BIG or WIG, he emphasizes maintaining the integrity of the whole task with a focus on a "phenomenaria" environment rather than an "Information bank" environment. He emphasizes testing through explanation, extrapolation, and evidence giving — eschewing the limitations of the typical CAI assessment process.