Generative Learning Pp
- 1. BehaviorismBehaviorist 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.
- 2. ConstructivistThe 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.
- 3. Web Information http://www.thefreedictionary.com/generative
- 4. Generative Learning“2nd” Cousin to Behaviorism“Practical” Cousin of Constructivism
- 5. Merlin C. WittrockFounder of the Generative Learning Theory
- 6. The learner is an active participant in the learning processThe learner is working to construct meaningful understanding of information found in the environmentComprehension occurs from formulating connectionsLeading to creation of new understanding
- 8. A functional model of learning from teachingFocuses on the neural and cognitive processes that learners use to generate meaning and understanding from instruction.
- 10. Active Process
- 11. Role of Teacher as Facilitator
- 12. 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 Summaries on content Concept mapsIntegration To assist students in making Paraphrase connections to their prior Metaphors knowledge structuresElaboration To assist students with Identifications elaborating on information Predictions by making connections to Implications real-world examples
- 13. Grabowski (1996)generative assignments that result in any concrete artifact, such as writing assignments, posters, graphs, or even computer-based simulations
- 14. Connections leads to Construction
- 15. Match of Generative Activity with Level of Processing Level of Cognitive Processing Recommended Generative Activity Coding Creating titles and labelsOrganization Outlining Summarizing DiagrammingConceptualization Paraphrasing Explaining/clarifying Creating concept maps Identifying important informationIntegration Creating relevant examples Relating to prior knowledge Creating analogies Creating metaphors SynthesizingTranslation Evaluating Questioning Analyzing Predicting Inferring
- 16. PMIPlusMotivates students Improves attitudesIncrease the cognitive level of student response Maintains knowledgeMinusTakes too much time to developInstructional pace is to slowInterestingGenerative models have not enjoyed wide acceptance in the educational community
- 17. Generative Lesson PlanLesson 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?)
- 18. Interesting articleRethinking E-Learning Design on Generative Learning Principles by Janet Shepherd, Jean Clendinning & Lynette SchaverienA study of three generative e-learning environmentshttp://www.ascilite.org.au/conferences/auckland02/proceedings/papers/057.pdf
- 19. ExploringImmersion in a learning context. Exploring acknowledges learners’ existing capabilities and enables them to generate and test ideas through experiences.
- 20. 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
- 21. Making and OperatingDoing 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.
- 22. ExplainingConscious 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.
- 23. Understanding Bringing curosityto restWhen 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.
- 25. ???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.
Editor's Notes
- #6: Merlin C. Wittrock, renowned educator, researcher and professor of education at UCLA's Graduate School of Education & Information Studies Wittrock's scholarship centered on learning processes and learner-centered instructional practices in the areas of mathematics, science and reading comprehension. He conceived the generative learning theory, a renowned system based on neural research, and he spearheaded research that demonstrated the theory's validity. The generative learning theory asserts that learners actively participate in the learning process and generate knowledge by forming mental connections between concepts. Successful teachers connect new knowledge with students' existing concepts, generating links between the contents of short-term memory and students' knowledge base, or long-term memory. The theory was revolutionary in the field of educational psychology and was the predecessor of current constructivist theories of learning.
- #8: Wittrock emphasized this basic assumption “The learner is not a passive recipient of information.
- #10: Teaching becomes the process of leading learners to use generative processes to construct meanings and plans of action.
- #12: In a learning environment, the learners and their learning processes, style, and goals are important. The Student is the center and actively constructing learning.
- #13: Concept maps allow learners to develop and create a graphical vision of content,which can be particularly useful to students who tend to learn visually.Students should be urged to use their own words to describe content anddefine terms. In using their own words, students are integrating the content withtheir own language structures.provide opportunities for students to elaborate on course contentby making connections to events and examples that are personally relevant andinteresting to them.
- #15: Active process of constructing links between new and known concepts.
- #19: The Generative Virtual Classroom (GVC) a hybrid e-learning system designed to help learners to develop sophisticated andeducationally powerful understandings of learning Views of Electricity (VOE) is a computer mediated tutoring system that aims to help learners to recognize and plan to resolve the mismatch between their capacities to reason successfully about simple electrical circuits and those of scientists. Where does the Cold come from? (COLD) is a hybrid e-learning system designed to help learners to recognize and resolve the mismatch between their ideas and those of scientists, with respect to thermodynamics.
- #26: Business definition