EDIT 720 Jennifer N. Hudson, M.Ed.

Annotated Bibliographies for Module 5

#1 Driscoll, M. (2005). Meaningful learning and schema theory. Psychology of Learning for
Instruction (3rd ed.). (pp. 111-152). Boston, MA: Allyn and Bacon.
In this section the author discusses meaningful learning. He mentions how David Ausubel
thought that meaning was the basis of learning. Ausubel also wanted to use familiar resources
similar to what is used in the classroom (Driscoll, 2005, pp. 114). He also believed his theory
was different than the schema theory. The schema theory is being used in learning research
whereas the Ausubel learning theory is not (Driscoll, 2005, pp. 114).
Ausbel made two different ways that learning typically goes on in a classroom. He mentioned
reception and discovery learning (Driscoll, 2005, pp. 115). Discovery learning is when students
are discovering their own learning. Some examples would be in a lab or in problem solving.
Reception learning is when learners are told information rather than discovering it (Driscoll,
2005, pp. 115).
In the method Ausbel has described more information is filtered or added through three different
ways: subordinate to, superordinate to, or coordinate with (Driscoll, 2005, pp. 118).
#2 Driscoll, M. (2005). Situated Cognition. Psychology of Learning for Instruction (3rd ed.) (pp.
153-184). Boston, MA: Allyn and Bacon.
This chapter of the book discusses cognition. Cognition is mentioned to be social and a situated
activity (Driscoll, 2005, pp. 156). As in situated learning, when knowing from doing is separated
in learning, then it is suggested that knowledge is unused (Driscoll, 2005, pp. 156).
In situated cognition, the learning process is implied to be individual (Driscoll, 2005, pp. 157).
Sociocultural settings and activities can play a role and shift the focus of individuality (Driscoll,
2005, pp. 158). Also, in situated cognition learning is considered as participation (Driscoll, 2005,
pp. 159). When participation happens in more than one community students achieve their
identity (Driscoll, 2005, pp. 160). Mutual engagement, a joint enterprise, and a shared repertoire
are the three interacting dimensions as defined by Wenger (Driscoll, 2005, pp. 164).
Apprenticeship is considered as an exemplary example of peripheral participation, but it is not
the only one (Driscoll, 2005, pp.168). Peripheral, inbound, insider, boundary, and outbound are
different types of learning trajectories (Driscoll, 2005, pp.168).
#3 Mayer, R.E. & Pilegard C. (2014). Principles for managing essential processing in multimedia
learning: segmenting, pre-training, and modality principles. In R. E. Mayer (Ed.), The
Cambridge Handbook of Multimedia Learning. (pp. 316-344). New York: Cambridge.
In this chapter, it is stated that the cognitive processing for meaningful learning takes place in the
working memory (Mayer & Pilegard, 2014, pp. 318). Essential overload is when there is a lot of
essential information being presented at one time and it makes the processing system overloaded
(Mayer & Pilegard, 2014, pp. 318). Two load reducing methods are segmenting and pre-training.

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EDIT 720 Jennifer N. Hudson, M.Ed.

Theoretical rationale for segmenting is that it slows down the pace of the presentation for
learners to process the information (Mayer & Pilegard, 2014, pp.318).
Another solution is to allow the learner to have control over the pace of the presentation (Mayer
& Pilegard, 2014, pp. 320). In pre-training, you can equip the learner with the knowledge that
will make it easier and the learner wont have the essential overload (Mayer & Pilegard, 2014,
pp. 322).
With the modality technique, there might be an overload because in the visual channel the learner
must look at both the animation and on-screen text at the same time (Mayer & Pilegard, 2014,
pp. 323-324).
#4
Shojaeo, L. & Shahbazi, M. (2016). Investigating Effective Factors on Designing of Educational
Spaces with an Approach to Increase Learning Rate and to Improve Creativity among Children.
Khazar Journal Of Humanities & Social Sciences, 19(4), 5-19.
I selected this article because I enjoy what I have read so far about discovery learning. This
article refers back to when creativity and imagination started. The authors stated that it mainly
started during childhood. As children mature many of their ideas and learning comes from other
children, their environment, and the adults involved in their lives (Shojaeo &Shahbazi, 2016, pp.
5).
The article goes through the process how different things could affect the creativity development
process. Some of those things were natural factors of the environments, shape and magnitude of
the spaces, decorations, and educational spaces (Shojaeo &Shahbazi, 2016, pp. 10-11).
What I discovered in this article is that children are able to tap into their creativity and
imagination at an early age, then they will be able to carry that on even through their adulthood.
When children are growing up and going through this learning process, the instructor must shape
the environment to the childrens conditions depending on their development. (Shojaeo
&Shahbazi, 2016, pp.11).