The project evaluates an instructional sequence based on an application of Gagne's model of cumulative learning to a particular social science concept. Gagne's model is described briefly before the evaluation design is outlined. (Author/RC)

It is pointed out that interpretation of learning set data will be easier and more informative if one uses a "first-order" problem, that is, one which can be solved on the first trial at the end of training. (Editor)

Suggests that the concept of creativity has been used in an imprecise manner in education. Reviews theories of creativity in humanistic psychology, experimental psychology, and the cognitive psychological works of Piaget and Vygotsky. Argues that educators have not always distinguished between these differing views of creativity. (41 citations)…

The purpose of this article is to trace the antecedents, origins, and the evolution of the Association for Educational Communications and Technology (AECT). Topics include the nature of technology, the emergence of educational technology, early theoretical conceptions, visual education, the Department of Visual Instruction, communications and…

The concept of reflection arises from the Enlightenment view that portrays emotion and the body as unreliable and dangerous, and reason, emotional detachment, and physical distance as preeminent. This reproduces power differentials of gender, class, and race. (SK)

Transformation theory states that people learn through frames of reference that may be transformed by critical reflection. If literacy involves meaning making, literacy learning is a transformative process and communicative competence is the goal of literacy education. (SK)

Discusses why experts from different areas of the learning sciences conclude that higher education's primary goals--enhancing long-term retention and the transfer of knowledge--depend on educators applying tested principles drawn from what is now known about human learning. Describes some of these principles. (EV)

Considers well-structured problems versus ill-structured problems and presents models for how learners solve them, as well as models for designing instruction to support problem-solving skill development. Information processing theories of learning, an emerging theory of ill-structured problem solving, constructivist learning, and situated…

Provides a background and several definitions for the topic of constructivism. Hopes to provide the public with a better understanding of what constructivism is and how it can be used to further successful instructional processes. (MVL)

The literature on organizational learning is dominated by behavioral learning and cognitive learning approaches. The former emphasizes qualitative methods and macro aspects, the latter quantitative methods and micro practices. A case study approach that embodies both qualitative and quantitative is useful for dealing with behavioral and cognitive…

The current notion of lifelong learning in policy and practice is dominated by behaviorist, adaptive accumulation of skills and qualifications. An alternative is reflexive lifelong learning, developed through social learning networks within the context of dislocation and uncertainty. It involves the reflexive practices of metacognitive analysis…

Offers a rationale for increasing attention to learning space design, providing an overview of relevant literature and highlighting implications for learning spaces suggested by modern learning theory. (EV)

Issues that must be addressed to develop a cognitive multisource learning theory for educational research are addressed. It is proposed that a constitutive problem for educational learning theory is the explanation of difficult learning. A unit of analysis, called a "contextual module," is applied to this problem. (TJH)

Argues that learning can be addressed as a discrete topic. Discusses learning styles and barriers to learning. (JOW)

Describes adult learning theory and advocates incorporating the concepts of adult learning theory into a model of educational supervision. (SR)