Generative Learning Theory, Paradigm Shifts, and Constructivism in Educational Psychology: A Tribute to Merl Wittrock

2010 ◽  
Vol 45 (1) ◽  
pp. 51-54 ◽  
Author(s):  
SIGMUND TOBIAS
Keyword(s):  
Learning Theory ◽  
Educational Psychology ◽  
Generative Learning ◽  
Paradigm Shifts ◽  
Theory Paradigm

Cognitive Research, Learning Theory, & Software Design: The Virtual Library

1998 ◽  
Vol 18 (2) ◽  
pp. 105-121 ◽  
Author(s):  
Molly Nicaise
Keyword(s):  
Preservice Teachers ◽  
Instructional Design ◽  
Learning Theory ◽  
Web Sites ◽  
Educational Psychology ◽  
Structure Learning ◽  
Instructional Designers ◽  
Virtual Library ◽  
New Paradigm ◽  
Cognitive Research

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

Anna's Story: How a Ukrainian Orphan's Acquisition of English as a Second Language Transformed Her Life

2020 ◽  
Vol 19 (2) ◽  
pp. 107-119
Author(s):  
Rebecca Allen ◽  
Alex Nakonechnyi ◽  
Mary Sovik Benedetti
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Theory ◽  
Educational Psychology ◽  
Adopted Children ◽  
Institutional Agents

This article presents a case study of an adult Ukrainian orphan, Anna, who acquired English as a second and accessed U.S. higher education despite the fact that adopted children or aged out orphans face a unique constellation of educational and psychological challenges in language learning. This article presents Anna's story in her own voice and advocates for the specialized needs of the underserved, often voiceless thousands of older orphans in war-stricken Ukraine. This article suggests that access to institutional agents and social capital played a key role in Anna's success. Of interest to researchers, the article postulates common, current language learning theory perhaps may not fully explain the distinct processes of language acquisition by institutionalized, language-delayed children. The article also offers tangible lessons for educators of victims of trauma, and would thus be of interest to practitioners as well as researchers in the areas of language acquisition and educational psychology.

scholarly journals Lernen mit immersiver Virtual Reality: Didaktisches Design und Lessons Learned

2020 ◽  
Vol 17 (Jahrbuch Medienpädagogik) ◽  
pp. 195-216
Author(s):  
Josef Buchner ◽  
Diane Aretz
Keyword(s):  
Virtual Reality ◽  
Learning Theory ◽  
Lessons Learned ◽  
Generative Learning

In diesem Beitrag wird ein didaktisches Design zum Einsatz von mobiler immersiver Virtual Reality vorgestellt. Die Erprobung erfolgte im Mai 2019 an einer deutschen Grundschule. Die Schülerinnen und Schüler haben dazu Karton-VR-Brillen selber zusammengebaut, getestet und im Anschluss für das Lernen eines Themas aus dem Sachunterricht verwendet. Die theoretische Grundlage für den Ablauf des Lernarrangements stellt die Generative-Learning-Theory dar. Diese sieht vor, dass die Lernenden während der Auseinandersetzung mit einem Medium Lernaktivitäten ausführen. Wir haben diese Vorgehensweisen noch um kommunikative und kollaborative Elemente erweitert, sodass die Kinder in Paaren gemeinsam an den Aufgabenstellungen arbeiteten. Auf eine Phase des «Sehens in der virtuellen Welt» folgte stets eine Phase des sozialen Austauschs mit dem Partner bzw. der Partnerin. Schriftliche und visuelle Zusammenfassungen wurden in einem «Team-Heftchen» festgehalten. Nach dem Lernereignis wurden die ermittelten Informationen in der Klasse gemeinsam besprochen sowie die von den Schülerinnen und Schülern kreierten eigenen Ideen für VR-Aufgabenstellungen präsentiert. Am nächsten Schultag erfolgte zudem eine Reflexion über das Medium VR. Lessons Learned sowie Empfehlungen zum Einsatz runden den Beitrag ab.

scholarly journals Message Design of Printed and Digital Material to Meaningful Learning

AL-TA LIM ◽  
2021 ◽  
Vol 28 (1) ◽  
pp. 26-34
Author(s):  
Ulfia Rahmi ◽  
Azrul Azrul
Keyword(s):  
Learning Theory ◽  
21St Century ◽  
Meaningful Learning ◽  
Design Principles ◽  
Instructional Materials ◽  
Generative Learning ◽  
Message Design ◽  
Teaching Materials ◽  
Digital Material ◽  
E Learning

This article reports on research a message design of printed and digital message in Learning Theory course at Universitas Negeri Padang (UNP). Survey was conducted to collect data on the utilization of instructional materials by students who ware active in the semester in January-June. The results indicated that the print instructional materials written by lecturers have started to consider the design principles message, but still needs to be improved. That principle has not been carried out for digital teaching materials. Digital teaching materials need to be developed to familiarize students studying in 21st century environments by optimizing the campus e-learning facility to be able to perform generative learning, and meaningful learning

scholarly journals Pengembangan Pembelajaran berbasis Web dengan Menggunakan Teori Belajar Generatif

2020 ◽  
Vol 5 (4) ◽  
pp. 537
Author(s):  
Mafrur Udhif Nofaizzi ◽  
Saida Ulfa ◽  
Dedi Kuswandi
Keyword(s):  
Learning Theory ◽  
Learning Activities ◽  
Average Score ◽  
Generative Learning ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Principles ◽  
Web Learning

<pre><strong>Abstract: </strong>This study aims to develop web-based learning using generative learning theory. The stages of this research and developing are conducting analysis, designing, developing, implementing, and evaluating. The results of the development consist of web learning that involves learning activities selecting, organizing, and integrating. Then as a reinforcer of generative activity assignments with learning principles by summarizing and learning by explaining. The results of the attractiveness test obtained an average score of 89.09% which means students are interested in web-based learning using generative learning theory. </pre><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengembangkan pembelajaran berbasis web dengan menggunakan teori belajar generatif. Tahapan dalam penelitian dan pengembangan ini, yaitu melakukan analisis, perancangan, pengembangan, penerapan, dan evaluasi. Hasil pengembangan berupa web pembelajaran yang terdapat aktivitas belajar menyeleksi, mengorganiasi, dan mengintegrasi. Kemudian sebagai penguat aktivitas generatif diberikan penugasan dengan prinsip <em>learning by summarising</em> dan <em>learning by explaining</em>. Hasil uji kemenarikan diperoleh skor rata-rata sebesar 89,09% yang menunjukkan bahwa mahasiswa tertarik dengan pembelajaran berbasis web dengan menggunakan teori belajar generatif.

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