Furthermore, active knowledge construction is supported: learners can use the data as building blocks for creating new content (mixing or mash-up of content).
Most of this content is not designed for instruction, but is real world data, uttered by real people in real contexts.
As such, it is better suited for constructivist approaches than for Instructional Design with its emphasis on very specifically designed content elements that try to elicit specific instructional outcomes.
This is not to say that constructivism does not value carefully authored content.
However, the content takes a less prominent role.