Exploratory learning: Difference between revisions
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constructivist]] theories of learning and teaching. | constructivist]] theories of learning and teaching. | ||
See [[ | See [[discovery learning]] and maybe [[inquiry-based learning]] for more in-depth discussion of exploratory approaches. | ||
According to Rieber (:587) all exploratory learning approaches are | According to Rieber (:587) all exploratory learning approaches are | ||
based on the following four principles: | based on the following four principles: {{quotationbox | | ||
* Learners can and should take control of their own learning; | * Learners can and should take control of their own learning; | ||
* knowledge is rich and multidimensional; | * knowledge is rich and multidimensional; | ||
* learners approach the learning task in very diverse ways; and | * learners approach the learning task in very diverse ways; and | ||
* it is possible for learning to feel natural and uncoaxed, that is, it does not have to be forced or contrived. | * it is possible for learning to feel natural and uncoaxed, that is, it does not have to be forced or contrived.}} | ||
== Tools == | == Tools == | ||
| Line 22: | Line 22: | ||
* Some forms of [[game]]s and [[simulation]]s | * Some forms of [[game]]s and [[simulation]]s | ||
== References == | |||
* Rieber, L. P. (1996) Microworlds, in Jonassen, David, H. (ed.) Handbook of research on educational communications and technology. Handbook of Research for Educational Communications and Technology. Second edition. Simon and Schuster, 583-603 ISBN 0-02-864663-0 | |||
[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
Latest revision as of 21:23, 4 October 2006
Definition
Exploratory learning is based on constructivist theories of learning and teaching.
See discovery learning and maybe inquiry-based learning for more in-depth discussion of exploratory approaches.
According to Rieber (:587) all exploratory learning approaches are based on the following four principles:
- Learners can and should take control of their own learning;
- knowledge is rich and multidimensional;
- learners approach the learning task in very diverse ways; and
- it is possible for learning to feel natural and uncoaxed, that is, it does not have to be forced or contrived.
Tools
There are different kinds of tools for exploratory learning.
- Microworlds
- Hypertexts
- Some forms of games and simulations
References
- Rieber, L. P. (1996) Microworlds, in Jonassen, David, H. (ed.) Handbook of research on educational communications and technology. Handbook of Research for Educational Communications and Technology. Second edition. Simon and Schuster, 583-603 ISBN 0-02-864663-0