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.