Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching Evidenceforthesuperiorityofguidedinstructionisexplainedinthecontextofourknowledge ofhumancognitivearchitecture,expert–novice differences,andcognitiveload.Althoughun- guidedorminimallyguidedinstructionalapproachesareverypopularandintuitivelyappeal- ing,thepointismadethattheseapproachesignoreboththestructuresthatconstitutehuman cognitivearchitectureandevidencefromempiricalstudiesoverthepasthalf-centurythatcon- sistentlyindicatethatminimallyguidedinstructionislesseffectiveandlessefficientthanin- structionalapproachesthatplaceastrongemphasisonguidanceofthestudentlearningpro- cess.Theadvantageofguidancebeginstorecedeonlywhenlearnershavesufficientlyhigh priorknowledgetoprovide“internalâ€guidance.Recentdevelopmentsininstructionalresearch andinstructionaldesignmodelsthatsupportguidanceduringinstructionarebrieflydescribed. tags: constructivism, research, document, cognitivescience Envisioning the Post-LMS Era: The Open Learning Network (EDUCAUSE Quarterly) | EDUCAUSE tags: pln, lms Free Technology for […]