Context in the Education Landscape 1

Test yourself

Constructivism

Where it falls

Generative learning falls into a broadly constructivist model of learning in which learning is viewed as something that happens in the mind of each learner and is shaped by their own experiences and the prior knowledge that they bring to the topic.

Criticisms

One of Richard Fox’s (2001) criticisms of constructivism can highlight potential pitfalls of generative learning that we as teachers should be aware of: learning is an active process.
This is one of the key tenets of generative learning – that pupils need to go beyond passively being around the thing to be learnt and actively engage in it.

Criticisms (cont.)

However, as Fox points out, the human mind is perfectly capable of consuming information passively and engaging with it.
This means that we should be aware that although pupils can generate learning through the constructive and interactive methods discussed in Fiorella and Mayer’s work, it would be a mistake to think they can only generate learning in these ways.

1Introduction

1.1From Teaching to Learning

1.1.1Context in the Education Landscape 1

1.1.2Context in the Education Landscape 2

2Summarising

2.1Learning by Summarising

2.1.1What is a Summary?

2.1.2Learn by Summarising

2.1.3Summarisation at Work

2.1.4Case Study: Adam Riches

3Self-Testing

3.1Learning by Self-Testing

3.1.1Learning by Self-Testing

3.1.2Case Study: Emma Smith

4Self-Explaining

4.1Learning by Self-Explaining

4.1.1Learning by Self-Explaining

4.1.2Case Study: Ceridwen Eccles

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