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Resources

andreferences

Dick, W. & Carey,

L. (1990).The

systematic design of

instruction, NY:Harper CollinsPublication

Gagné, R. M.,

Wager, W. W. &Briggs, L. J. (1992).Principles of

instructional design (4

th ed.), New York:

Holt, Rinehart andWinston.

Reeves, T. C.(1994). Evaluatingwhat really mattersin computer-basededucation. In M.Wild, & D.Kirkpatrick, (Eds.),Computer

education: New

Perspectives (pp.219-246). Perth,Australia:MASTEC.

http://www.eduwor ks.com/Documents/Workshops/EdMedia1998/docs/reeves.

html 

http://www.learni

ng-theories.com/

DeCarvalho, R. (1991).

The humanistic paradigm in education.The Humanistic

Psychologist, 19(1), 88-104.

Huitt, W. (2001).Humanism and open

education. Educational

Psychology Interactive.Valdosta, GA: ValdostaState University.Retrieved September11, 2007, from the

URL:http://chiron.valdosta.ed u/whuitt/col/affsys/hum

ed.html.

Rogers, C., & Freiberg,H. J. (1994). Freedom

to learn (3rd Ed.). NewYork: Macmillan.

Rogers, C, 1983,Freedom to learn for the

80's Rev. ed. Columbus,

Ohio : C.E. Merrill 

Duffy, T. M. &

Jonassen, D. H. (1992).Constructivist and the

technology of

instruction: A

conversation, Hillsdale, NJ: Lawrence Erlbaum

Associates. 

Anderson, T & Dron, J.

2011, Three Generationsof Distance Education

Pedagogy 

International Review ofResearch in Open andDistance LearningVol. 12.3.

Siemens, G. (2005).

Connectivism:A Learning Theory for theDigital Age,http://itdl.org/journal/jan_05/article01.htm 

Gagne, RM. (1985).

The conditions oflearning. (4th edn.)

 NY Holt, Rhinehart& Winston.

Schunk, D. 2012,learning theories: an

educational perspective, 6th edn.

Pearson, Sydney.

http://www.learning-theories.com/cognitivism.html

 

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Division of Learning &Teaching Services 2011 - Learning approaches, principles and theories  

Discovery /Inquirylearning

Experientiallearning

Case basedlearning

Problem basedlearning

Scenario basedlearning

Situated learning Authentic learning

Influential

figures

Jerome Bruner David Kolb Medical school atMcMaster

University inCanada.

E Errington John Seely Brown,Allan Collins,Paul DuguidJean LaveEttienne Wenger

Jan Herrington, RonOliver, Tom Reeves

Brief

description

‘DiscoveryLearning is amethod ofinquiry-based

instruction,discovery learning believes that it is best for learnersto discover factsand relationships

for themselves.’

‘A four-stagecyclical theory of

learning, Kolb’sexperiential

learning theory isa holistic perspective thatcombines

experience, perception,

cognition, and behavior.’

Source:http://www.learning-theories.com/experiential-learning-kolb.html 

‘… case-basedlearning hasdeveloped avariety of

interpretationsand applications,the approach ismost broadlydefined asrequiring

“students toactively

 participate in realor hypothetical problemsituations,reflecting the kindof experiences

naturallyencountered in thediscipline understudy” (Ertmer &Russell, 1995, p.24). 

Problem-BasedLearning (PBL) isan instructionalmethod of hands-

on, active learningcentered on theinvestigation andresolution of messy,real-world problems.

Errington (2008)describes scenario-

 based learning as‘educational

approaches thatinvolve an intentionaluse of scenarios to bring about desired

learning intentions.’

‘Collins (1988) definedsituated learning mostsimply as: “the notionof learning knowledge

and skills in contextsthat reflect the way theknowledge will beuseful in real life” (p.2).’(Herrington,Oliver &

Reeves 2010, p. 14)

‘The model of situatedcognition is based uponthe notion thatknowledge iscontextually situatedand is fundamentally

influenced by theactivity, context, andculture in which it isused (Brown, Collins& Duguid, 1989) citedin McLellan, H (1996)

 p. 6)

‘For authentic

learning to occur,learners must beengaged in aninventive and realistictask that providesopportunities for

complexcollaborativeactivities.’ (p. 1)‘Authentic learninghas its foundations inthe theory of situated

cognition or situated

learning, together

with other pedagogicalapproachesdeveloped over thelast two decades,such as anchored

instruction.’(Herrington,Oliver &Reeves 2010, p. 14)

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Division of Learning &Teaching Services 2011 - Learning approaches, principles and theories  

Resources Bruner, J.S.(1967). On

knowing: Essaysfor the left hand.

Cambridge, Mass:HarvardUniversity Press.

Kolb, David A.1984. Experiential

Learning:Experience as the

Source ofLearning andDevelopment.Prentice-Hall,

Inc., EnglewoodCliffs, N.J.

http://www.queensu.ca/ctl/goodpractice/cas

e/index.html 

Sample learningdesign:http://needle.uow.edu

.au/ldt/ld/wRZBXBX j 

InterdisciplinaryJournal of Problem

Based Learning 

Barrows, H. S. &Tamblyn, R. M.(1980). Problem-basedlearning: An approachto medical education.

 New York: Springer.

Hmelo-Silver, C. E.(2004). Problem-basedlearning: What andhow do students learn?Ed Psych Review, 16,

235-266.

Hmelo-Silver, C. E. &Barrows, H. S. (2006).Goals and strategies ofa problem-based

learning facilitator.Interdisciplinary J of

PBL, 1. 21-39.Savery, J. R., andDuffy, T. M. (1995).Problem based

learning: Aninstructional modeland its constructivistframework. Ed Tech,35, 31-38.

Hung, W. 2009, The 9-step problem design process for problem- based learning:Application of the

3C3R model.  Educational Research

 Review 4. pp. 118– 141. 

Errington, E.P.2008. Exploring

real-worldscenarios as

vehicles forauthentic learning. InternationalJournal of

InterdisciplinarySocial Sciences 3,

no. 5: 1–5. 

Brown, J.S., Collins, A. &Duguid, S. (1989).

Situated cognition and theculture of learning.

Educational Researcher,18(1), 32-42.

Collins, A. (1988).

Cognitive apprenticeship

and instructional

technology. , MA:Cambridge

Lave, J. (1988). Cognitionin Practice: Mind,

mathematics, and culturein everyday life.Cambridge, UK:Cambridge UniversityPress.

Lave, J., & Wenger, E.

(1990). Situated Learning:Legitimate PeripheralParticipation. Cambridge,UK: Cambridge UniversityPress.

McLellan, H. (Ed.).(1996). Situated learning perspectives. Englewood

Cliffs, NJ: EducationalTechnology

Young, M. 2001.

Instructional design forsituated learning. ETR&D.41(1). pp. 43-58.

Herrington, J. &Kervin, L. 2007.Authentic learningsupported by

technology: 10suggestions andcases of integrationin classrooms.  Educational Media

 International, 44(3),219-236

Herrington, J,

Oliver, R, Reeves,T, 2010. A guide toauthentic e-learning. New York:Routledge.

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8

Figure 5.7 illustrates the eight critical factors that must be aligned within a learning design for it to be eff ective. Alignment within a learning design cannot be over-emphasised. If an undergraduate course is designed based upon a constructivist learning theory (Fosnot, 1996), the remaining factors must be in alignment with the pedagogical design.

Epistemology – ‘study of the origin, nature, limits and methods of knowledge.’ (Schunk, 2012, p. 5)

(Herrington,Oliver & Reeves 2010, p. 108)

Learning theory – description of how learning occurs

Definitions

Figure 5.7