Learning+Model+Comparison

Learning Model Comparison

Kimberly Wade

 Corinne Kubena

 EDUC 538

 Learning Theory Comparison

 6/28/11

Designing an education learning space requires a developer to consider many factors, such as the platform, content, cost, usability, and cost. Another important factor to consider is how the developer wants learners to interact with and use the space. This requires considering a learning theory that will best support the goal for the design and content.

 We reviewed two constructivist learning models in preparation for creating our learning spaces. They are Discovery Learning and the Generative Learning Model.

 The Discovery Learning Theory was first identified by psychologist and cognitive learning theorist Jerome Bruner (Coffey, as cited in Bruner, 1967). It is an inquiry-based teaching method in which learners are encouraged to solve problems and discover information. Learners must rely on their background knowledge and problem-solving skills to acquire new knowledge or skills. In other words, they construct their own knowledge by experimenting, looking up information, engaging in activities, and so forth. In fact, discovery learning has often been compared to the scientific process (see Graphic 1). First, learners collect data and use their past experiences and knowledge to develop a theory about what they will learn. Second, they formulate a hypothesis to describe what may happen. Next, they test the hypothesis by experimenting and manipulating objects or information. The outcome (learning) of the experiment is then used to assess the hypothesis. Finally, learners draw a conclusion and refine their learning as needed.

 The pedagogy of discovery learning includes promoting a deep understanding, developing meta-cognitive skills, and encouraging student engagement (Coffey). Supporters of discovery learning believe that learners are more likely to retain information if they have discovered it on their own. They also believe that it promotes responsibility, independence, motivation, and active engagement. Critics of this theory believe learners may experience frustration from information overload or from learners who prefer more a more structured style of learning. Teachers may overlook learners who have challenges or learn something incorrectly.  The model of generative learning was first conceived of by M.C. Wittrock in 1974. This learning model was the first of its kind to integrate several areas of cognitive psychology including "cognitive development, human learning, human abilities, information processing, and aptitude treatment interactions" (Wittrock, as cited inGrabowski, 2001).

 Grabowski (2001) explained that Wittrock's work "elaborates on the importance of and difference between two types of learner-generated //relationships:// first, among the different parts of the information that are being perceived and, second, between that information and the learner's prior knowledge and other memory components. Comprehension occurs by formulating connections, rather than solely by the function of 'placing' information or 'transforming' information in memory. The subtle difference lies in the //creation of new// understanding of the information by the learner, rather than //changing// the presented information."  "Generative learning as a model focuses on learning as neural meaning-making, not memorization or recitation" (Maddox, 2008). This model's approach is in contrast to many other models that came before it which had focused primarily on developing "memory and information retrieval" (Maddor, 2008). Maddox explained that "generative learning relates to the cognitive processes involved with building relationships between concepts and planning for action. In this case, action might be deeper understanding, exploring more deeply or transferring into knowledge, possibly though complex means such as analogies and summations to other learning".

After evaluating both learning theories, we have decided to incorporate Discovery Learning into our development of learning spaces. The learning space will contain games, links to educational websites, and other tools that will support student learning in the classroom. In most cases, students will be using the learning space on their free time or at home where they will work independently. Today's generation also has more background knowledge of digital tools and can use them with relative ease. It has been our experience that most students are self-motivated when it comes to exploring online tools.

Coffey, H. Discovery Learning. //Learn NC.// Retrieved June 27, 2011 from  http://www.learnnc.org/lp/pages/5352 Generative Learning (2011, June). Lock Haven University. Retrieved June 27, 2011 from http://www.lhup.edu/jyoho/psu_website /generative%20learning.html <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Theories Knowledgebase (2011, June). Discovery Learning (Bruner) at Learning-Theories.com. Retrieved June 27, 2011 from <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> http://www.learning-theories.com/discovery-learning-bruner.html <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Virtual Travels (2008). An Educational Design Journal. Retrieved June 27, 2011 from http://blogs.nyu.edu/blogs/rbm2/ectblog/2008/01/wittrock_mc_1992_generative_le.html <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wittrock, M.C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">21st Century Fluencies (2011, June). Hamilton-Wentwork School District. Retrieved June 27, 2011 from http://www.hwdsb.on.ca/21Cfluencies/?page_id=73


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Graphic 1 - Discovery Learning Model **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Model 2 – Generative Learning Model **


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Comparison Criteria ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Model 1 – Discovery Learning ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Model 2 – Generative Learning ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Relative “student-centeredness” || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almost entirely centered on the student; the student is responsible for "discovering" their own learning through experimentation and background knowledge || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Almost entirely centered on the student ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessment || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative assessment to learn whether the student has accomplished has acquired new learning or skills. *Risk: Teachers may have misconceptions about what students have learned. || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> “Judgment of understanding” judges whether or not student has linked new learning to schema ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">21st Century Fluencies || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Solution Fluency || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Creativity Fluency, Solution Fluency, Collaboration Fluency ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Ease of Use || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Easy for teachers; relies on students to acquire knowledge; challenging for students who rely on more structured learning styles || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Easy ||