Cognitive requirements for learning with open-ended learning environments |
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| Authors: | Susan M Land |
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| Institution: | (1) Penn State University, 315 Keller Building, 16802 University Park, PA |
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| Abstract: | Open-ended learning environments (OELEs) use the capabilities of technology to provide students with opportunities to engage
in authentic problem solving; generate, test, and revise hypotheses; explore and manipulate concepts; and reflect on what
they know. By design, such environments require sophisticated levels of cognitive functioning. The purpose of this paper is
to critically analyze assumptions underlying learner-centered, technology-based environments in light of how well learners
appear to meet the cognitive demands for engaging them. Implications for design include the following considerations: (a)
direct learner attention to key variables and visual cues; (b) prompt and guide connections to prior knowledge; and (c) provide
explicit scaffolding of metacognition and teaching-learning strategies. |
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