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{{quotation|According to Thomas Shuell "meaningful learning" is a cognitive, metacognitive & affective activity, which is typified by five characteristics: active, cumulative, goal-oriented, constructive and self-regulated (Shuell 1992: 23-5.). The characteristics mentioned above are triggered when the learner engages certain ‘psychological processes’, called ‘learning functions’2. The functions are in turn activated by learning tasks, which can be learner- or tutor-initiated.}} ([http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=6972&doclng=6 Grogan, 2005]).

This view can be compared to other [[socio-constructivism|constructivist]] models, e.g. Jonassen's meaningful learning.

== The list of learning functions ==

Source: Casey & Brosnan (2004:27-28). I have no clue of this is the "true" list. Have to get myself a copy of the original at some point, rewrite the list and tie it to the five characteristics - [[User:Daniel K. Schneider|Daniel K. Schneider]] 16:58, 27 February 2009 (UTC).

; Define Learning Expectations
the learner has some idea of what he or she is trying to accomplish
; Motivation
willingness to persist and contribute effort to the task in which he or she is engaged
; Prior Knowledge Activation
ensure that both cognitive and affective prerequisites (including the needs, goals, and everyday experiences of the learner) are available for use by the learner
; Attention
important for the leamer to pay attention to important features of the instructional task and to ignore features that are irrelevant
; Encoding
the process by which information is prepared so that it can be manipulated in short-term or working memory
; Comparison
in order to acquire a body of knowledge involves understanding rather than rote memorization, the learner must compare facts and concepts in a search for similarities and differences that permit the formation of those higher-order relationships that comprise understanding
; Hypothesis Generation
the active, constructive nature of meaningful learning requires the learner to generate various hypotheses as he or she seeks a more adequate understanding of the material being learned
; Repetition
it takes time, and multiple exposures, to find meaningful ways of relating the various parts of a complex body of knowledge
; Feedback
for the learner to determine if he or she is on the right track, feedback must be received on the accuracy and/or appropriateness of what was done â either overtly or covertly
; Monitoring
an effective learner keeps track of the progress being made toward achieving the instructional goal
; Evaluation
simply receiving appropriate feedback is not sufficient; the learner must interpret and evaluate the feedback and determine how it can best be used in the learning process
; Combination, Integration, Synthesis (CIS)
As information is acquired, the more-or-less isolated pieces must be combined in ways that permit the learner to integrate and synthesize information from several sources. Meaningful learning,

== Links ==

* [http://www.gse.buffalo.edu/faculty/viewfaculty.asp?id=54 Thomas J. Shuell] Home page.

== Bibliography ==

* Goodyear, P. (2000). Effective networked learning in higher education: notes and guidelines . Lancaster: University of Lancaster.

* Grogan, Gerry (2005). Can asynchronous online discussions be designed to produce meaningful learning?, elearningeuropa.info, retrieved 16:58, 27 February 2009 (UTC). [http://www.elearningeuropa.info/directory/index.php?page=doc&doc_id=6972&doclng=6 HTML]

* Shuell, T. (1992). Designing instructional computing systems for meaningful learning. In M. Jones & P. Winne (Eds.), Adaptive Learning Environments . New York: Springer.

* Shuell, T. (1988). The Role of the Student in Learning from Instruction, Contemporary Educational Psychology, 13 (3) p276-95.

* Shuell T J (1990) Phases of meaningful learning Review of Educational Research 60 4, 531â547.

* Shuell, T. J. (1993). Toward an integrated theory of teaching and learning. Educational Psychologist, 28, 291-311

* Casey, John & Kevin Brosnan (2004). Some Potential Benefits of Sharing Graphical and Dynamic Representations of Pedagogic Strategy for Learning Support, ''Learning Technology newsletter'', Vol. 6, Issue 3, July 2004, pp 26- [http://lttf.ieee.org/learn_tech/issues/july2004/learn_tech_july2004.pdf PDF]

* Jonassen, D.H.; Peck, K.L.; & Wilson, B.G. (1999). Learning with Technology: A Constructivist Perspective . Upper Saddle River, NJ: Merrill Publishing.

[[Category: Instructional design models]]
[[Category: Learning theories]]
[[Category: Educational theories]]{{edutechwiki}}

Shuell model of learning functions - Revision history

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