This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.
Stetson-Tiligadas, S. (2018), "Designing for Active Learning: A Problem-Centered Approach", Misseyanni, A., Lytras, M., Papadopoulou, P. and Marouli, C. (Ed.) Active Learning Strategies in Higher Education, Emerald Publishing Limited, pp. 45-71. https://doi.org/10.1108/978-1-78714-487-320181003Download as .RIS
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