"We hope you're not too shocked when we say that 'active' methods aren't necessarily more effective than 'passive' methods and vice versa," write the authors of this article summarizing a series of Dutch-language blog posts. They introduce the Dutch term 'werkvormisme', or 'instructional methodism', to refer to "the emphasis on one or more specific instructional methods, without carefully considering if the method, in itself, would lead to better learning." I don't know whether anyone actually does that, or whether (as I suspect) the difference is based on what is counted as "better learning". The series is based on Mayer and Fiorella's book Learning as a Generative Activity describing eight generative learning strategies that encourage learners "to 'remould' the subject matter and based on that, create their own output, such as a summary or a drawing" (or as I would say, aggregate, remix, repurpose, feed forward). The big difference is that the current authors replace 'feed forward' with 'integrate into their long-term memory', which, again, is the difference between their version of 'better learning' and others. Image: Enser.
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