Download - Generative Learning Pp
Behaviorism
• Behaviorist believe that knowledge exist outside of the learner and is independently of them.
• The teaching activities include the dissemination of information in planned increments, demonstrations of procedures, and independent practice.
Constructivist
• The constructivist view is that knowledge is created by the person and influenced by culture and values.
• The goal of a good education is to develop of understanding and to identify multiple perspectives while knowledge is constructed as students form their own interpretations of the information presented to them.
Web Information http://www.thefreedictionary.com/generative
Generative Learning
“Practical” Cousin of Constructivism
“2nd” Cousin to Behaviorism
Merlin C. Wittrock
• Founder of the Generative Learning Theory
– The learner is an active participant in the learning process
– The learner is working to construct meaningful understanding of information found in the environment
– Comprehension occurs from formulating connections
– Leading to creation of new understanding
Insert Knowledge
The learner is not a passive recipient
of information
A functional model of learning from teaching
• Focuses on the neural and cognitive processes that learners use to generate meaning and understanding from instruction.
4 Major Processes
attention motivation knowledge generation
Active Process
Concepts
New InformationExperience
Role of Teacher as Facilitator
Student
prompt
guide
relate
enhance
Jonassen (1988) has identified four categories of generative strategies—those that promote (a) recall, (b) organization, (c)integration, and(d) elaboration.
TABLE 1. Overview of Generative Strategies and Their PurposesStrategy Purpose ExamplesOrganization To assist students with Outlines
imposing an order Summarieson content Concept maps
Integration To assist students in making Paraphraseconnections to their prior Metaphorsknowledge structures
Elaboration To assist students with Identificationselaborating on information Predictionsby making connections to Implicationsreal-world examples
• Grabowski (1996)generative assignments that result in any concrete artifact, such as writing assignments, posters, graphs, or even computer-based simulations
Connections leads to Construction
Knowledge base
Links generated
Contents of
short term
Match of Generative Activity with Level of Processing
Level of Cognitive Processing Recommended Generative Activity
Coding Creating titles and labels
Organization Outlining Summarizing Diagramming
Conceptualization Paraphrasing Explaining/clarifying Creating concept maps Identifying important information
Integration Creating relevant examples Relating to prior knowledge Creating analogies Creating metaphors Synthesizing
Translation Evaluating Questioning Analyzing Predicting Inferring
PMIPlus
Motivates students Improves attitudes Increase the cognitive level of student response
Maintains knowledgeMinus
Takes too much time to developInstructional pace is to slow
InterestingGenerative models have not enjoyed wide acceptance in the educational community
Generative Lesson Plan
Lesson Component Reflection Questions (Use these questions to note ideas on how to use Generative
Learning for a component of your lesson.) • Learning outcomes: (What will the students be expected to learn
as a result of this lesson?) • Lesson description: (How, using Generative Learning, will the
lesson facilitate the learning outcomes?) • Web resources: (What types of web resources will support the
presentation strategy and learning outcomes?)
Interesting article
Rethinking E-Learning Design on Generative Learning Principles
by Janet Shepherd, Jean Clendinning
& Lynette Schaverien
A study of three generative e-learning environments
http://www.ascilite.org.au/conferences/auckland02/proceedings/papers/057.pdf
ExploringImmersion in a learning context.
Exploring acknowledges learners’ existing capabilities and enables them to generate
and test ideas through experiences.
Starting the process of testing ideas.
Designing enables learners to extract “methodologies” from culture (including literature) and design a framework within which to test their evolving ideas.
DESIGNING
Making and Operating
Doing the actual testing.
Making and operating enable learners to create and use something of value to them, based on their selected ideas from the designing phase.
Explaining
Conscious expression, to themselves and others, of the value of their newly
evolving ideas.
Explaining communicates the value of newly generated ideas selected by means of tests. Evidence includes changes in behavior as well as models and theories.
Understanding
Bringing curosity to rest When learners understand something about their world, they incorporate a part of it into themselves.
Understanding acknowledges that the new found theoretical knowledge/skill has been incorporated
into the learner’s context and practice.
Links of Interest
• http://www.generative.net/read/home• http://www.generative.com/ • http://nasaui.ited.uidaho.edu/nasaspark/datashar.
htm
• http://l2l.ed.psu.edu/success/lessons/Lesson3/ISCa3_L.HTM
• http://fornax.arc.nasa.gov:9999/badweb/badweb.html
• http://nix.nasa.gov/ • http://quest.arc.nasa.gov/antarctica2/ask/new/
???Generative or not???
a style of organizational learning that encourages experimentation, risk-taking, openness, and system-wide thinking. Organizations have successfully used this style of learning to transform themselves in the face of technological, social, and market change. Adaptive learning is a contrasting approach to organizational learning.