Paul A. Kirschner, Mirjam Neelen, Tine Hoof & Tim Surma
This blog is the first one in a series of eight blogs, originally written by Tine Hoof, Tim Surma & Paul Kirschner, and published on excel.thomasmore.be.
In 2015, Richard Mayer and Logan Fiorella published their book ‘Learning as a Generative Activity’ describing eight generative learning strategies. They’re called generative (also productive) because they allow/force learners to ‘remould’ the subject matter and based on that, create their own output, such as a summary or a drawing. In other words, as a learner, you generate/produce something yourself based on and that goes further than what you’ve learned. In addition to summarising, Mayer and Fiorella also discuss mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting.
Each strategy prompts learners to apply Mayer’s Selection, Organising, and Integrating (SOI) memory model. According to this model learners go through three processes during productive learning:
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