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