Learners can and do become engaged in learning through intrinsic motivations without the need for a teacher or instructional designer. In the workplace, for example, workplace learning is typically seen as a process of such self-guided learning, based on the needs of the task at hand. In the school and higher-education setting however, it is the teacher who has a major role in shaping the conditions within which students can become engaged in their own learning. In this chapter we review several sets of conditions of good instruction that are argued to increase the engagement of learners and we describe a particular pedagogical model which we call the “contribution” model which reflects those conditions. The majority of the chapter consists of examples from both higher education and professional learning situations which illustrate how the contribution model relates to engaging learning.
|Title of host publication||Engaged learning with emerging technologies.|
|Editors||David Hung, Myint Swe Khine|
|Place of Publication||Dordrecht, Nederland|
|Publication status||Published - 2005|
|Publisher||Springer Science + Business Media|
- Contributing student - pedagogy - learning activities - learning design - Web-based tools - course-management system - assessment - change - knowledge building - knowledge sharing