Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

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Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Drawing on the foundational theories of John Dewey and Kurt Lewin, we examine recent developments in theory and research on experiential learning and explore how this work can enhance experiential ...

https://www.jstor.org/stable/pdfplus/40214287.pdf

Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education

Recording of presentation introducing narrative analysis, outlining what it is, why it can be a useful approach, how to do it and where to find out more. Presentation given at methods@manchester seminar at University of Manchester on 4 March 2010.

What is Narrative Analysis

Although most agree that games can be engaging and that games can be instructive, there is little consensus regarding the essential characteristics of instructional games. Implicit in the research literature is the notion that if we pair instructional content with certain game features, we can harness the power of games to engage users and achieve desired instructional goals. In this article, the authors present an input-process- output model of instructional games and learning that elaborates (a) the key features of games that are of interest from an instructional perspective; (b) the game cycle of user judgments, behavior, and feedback that is a hallmark of engagement in game play; and (c) the types of learning outcomes that can be achieved. The authors discuss the implications of this approach for the design and implementation of effective instruc- tional games.

https://www.biziga.in/downloads/Garris%20et%20al%20-%202002%20-%20Games,%20motivation,%20and%20learning%20-%20441.pdf

Games, Motivation, and Learning: A Research and Practice Model:

Experiential learning theory (ELT) provides a holistic model of the learning process and a multilinear model of adult development, both of which are consistent with what we know about how people learn, grow, and develop. The theory is called experiential learning to emphasize the central role that experience plays in the learning process, an emphasis that distinguishes ELT from other learning theories. The term experiential is used therefore to differentiate ELT both from cognitive learning theories, which emphasize cognition over affect, and behavioral learning theories, which deny any role for subjective experience in the learning process. Another reason the theory is called experiential is its intellectual origins in the experiential works of Dewey, Lewin, and Piaget. Taken together Dewey's philosophical pragmatism, Lewin's social psychology, and Piaget's cognitive-developmental genetic epistemology form a unique perspective on learning and development. Many of the studies in higher education use ELT and the LSI as a framework for educational innovation.

Experiential Learning Theory: Previous Research and New Directions

This research used three instruments derived from experiential learning theory—the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills Profile—to test hypotheses about di...

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Learning Styles and Adaptive Flexibility: Testing Experiential Learning Theory

What happens when an employee generates a new idea and wants to further explore it but is instructed by a manager to stop working on it? Among the various possibilities, the employee could choose to violate the manager's order and pursue the new idea illegitimately. I describe this action as creative deviance and, drawing on the creativity literature and deviance literature, propose a theory about its organizational conditions and implications.

http://www.mainemelis.com/userfiles/articles/AMR2010_94848371.pdf

Stealing Fire: Creative Deviance in the Evolution of New Ideas

A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes Despite the importance of the phenomena, there has been surprisingly little effort to systematically review the widely dispersed literature on leader and follower identity In this review we map existing studies on a multilevel framework that integrates levels-of-the self (individual, relational and collective) with the levels-of-analysis (intrapersonal, interpersonal and group) on which leader or follower identity work takes place We also synthesize work from multiple research paradigms, such as social psychology experimental studies, narrative accounts of leaders' identity work and field studies on antecedents, outcomes, mediating mechanisms and boundary conditions Finally, we outline implications for leadership development and call attention to key themes we see ripe for future research

/pdf/leadership-and-followership-identity-processes-a-multilevel-26gisc1dn0.pdf

Leadership and followership identity processes: A multilevel review ☆

I propose a model in which I describe the way individuals experience timelessness by becoming engrossed in attractive work activities, the contextual conditions that facilitate or hinder that process, and the effects of timelessness on the creativity of organizational members. Building upon multidisciplinary perspectives, I suggest that timelessness is a constellation of four experiences: a feeling of immersion, a recognition of time distortion, a sense of mastery, and a sense of transcendence.

Charalampos Mainemelis

Papers

Experiential Learning Theory: Previous Research and New Directions

Learning Styles and Adaptive Flexibility: Testing Experiential Learning Theory

Stealing Fire: Creative Deviance in the Evolution of New Ideas

Leadership and followership identity processes: A multilevel review ☆

When The Muse Takes It All: A Model For The Experience of Timelessness in Organizations