Interaction Design II:

“Generative Learning Processes of the Brain” by Merlin C. Wittrock

Wittrock’s generative learning functional model contrasts from structural models of learning stating that the brain generates meaningful relations among concepts and between knowledge and experience. Unlike many other models of learning, generative learning does not focus on storing information. The model pays particular attention to the processes learners use to actively generate meaning by constructing relations between new or incoming information and previously acquire information. The model focuses on cognitive learning processes, like attention and motivational processes, like interests. It also focuses on knowledge creation processes, like concepts and the process of generation, including analogies, metaphors and summaries.

The generative learning model has been built on neural research. “Neural systems show self-direction, self-control, motivation and arousal. They receive, devote attention to and integrate multisensory information. They relate multisensory information to knowledge, experience intentions and purpose, all of which are sources of control that regulate the construction of meaning” (535).

For example, when students were asked to build summaries not using text from the exerpts, reading comprehension doubled. In conclusion, designing instruction where learners are asked to relate concepts enhanced understanding more significantly than designing instruction using sturcutral threories of learning.