Generative learning activities
Acquiring the capabilities to not only remember and reprocduce but also flexibly apply knowledge in new situations requires learners to engage with the learning content actively and constructively.
That is, learners should not simply receive the learning contents passively but deal with them actively in terms of executing actions. This is the case, for instance, if learners “work” with the information to be learned. Moreover, the learners should construct knowledge that goes beyond the given contents.
A possibility to promote generative learning activites is assigning tasks which require learners to generate new links based on the given learning content actively on their own: between the information of the new knowledge domain and between this information and preexisting knowledge. In the course of this process, new knowledge is created. Learning strategies which involve the transformation of learning contents from one form of representation to another can support such knowledge creation processes. Examples include generating concept or mind maps based on a text, summarizing the events of a movie in the form of a timeline or producing an own video on the learning content.
The department examines different approaches to implement such generative learning activities. For example, generative learning activities with digital media are investigated in the context of the educational approach Learners as Designers. Furthermore, we are researching on how Computer Supported Collaborative Learning (CSCL) could be designed, in order to encourage learners’ joint performance of generative learning activities.
Contact persons: Gregor Damink, Stephan Mende, Antje Proske
Selected Publications
Damnik, G., Proske, A., & Körndle, H. (2016). Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material. Interactive Learning Environments. Advance online publication. doi:10.1080/10494820.2016.1172239
Damnik, G., Proske, A., Narciss, S., & Körndle, H. (2013). Informal learning with technology: The effects of self-constructing externalizations. The Journal of Educational Research, 106(6), 431-440.
Proske, A. (2011). Learners-as-Designers – Die kompetente Nutzung digitaler Medien in die universitäre Lehre integrieren (D 3.20). In B. Berendt, B. Szcyrba, P. Tremp, H.-P. Voss, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten (S. 1-20). Berlin: Raabe Fachverlag für Wissenschaftsinformation.
Proske, A., Damnik, G. & Körndle, H. (2011). Learners-as-Designers: Wissensräume mit kognitiven Werkzeugen aktiv nutzen und konstruieren. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien - Öffnung und Offenheit in Forschung und Lehre (S. 198-208). Münster: Waxmann.
Proske, A. & Körndle, H. (2004). The impact of a hybrid learning initiative in university instruction. In K. Tochtermann & H. Maurer (Eds.), Proceedings of I-KNOW '04: 4th International Conference on Knowledge Management (pp. 576-583). Graz, Austria: Springer.