23.3 Rich environments for active learning

2 3.3. 1. Definition of REALs

We must implement a number of strategies to adopt the new assumptions about thinking, learning, instruction, and achievement. The adoption of these strategies creates learning environments that we call rich environments for active learning (REALs), which are comprehensive instructional systems that:

• Are evolving from constructivist philosophies and theories
• Promote study and investigation within authentic (i.e., realistic, meaningful, relevant, complex, and information-rich) contexts
• Encourage the growth of student responsibility, initiative, decision making, and intentional learning
• Cultivate an atmosphere of cooperative learning among students and teachers
• Utilize dynamic, generative teaming activities that promote high-level thinking processes (i.e., analysis, synthesis, problem solving, experimentation, creativity, and examination of topics from multiple perspectives) to help students integrate new knowledge with old knowledge and thereby create rich and complex knowledge structures
• Assess student progress in content and learning to learn through realistic tasks and performances

It is important to note that two of the most critical features of learning environments are integration and comprehensiveness (Hannafin, 1992). Hannafin describes integration as a process of linking new knowledge to old and modifying and enriching existing knowledge. Integration enhances the depth of learning to increase the number of access points to that information. Goldman states that

These environments are designed to invite the kinds of thinking that help students develop general skills and attitudes that contribute to effective problem solving, plus acquire specific concepts and principles that allow them to think effectively about particular domains (Goldman et al., 1992, p. 1).

Comprehensiveness refers to the importance of linking learning in broad, realistic contexts rather than decontextualizing and compartmentalizing knowledge. REAL learning strategies, then, guide and mediate an individual's learning and support the learner's decision making (Hannafin, 1992). Themes are used to help organize learning around contexts that focus on problem solving or projects that link concepts and knowledge to focused activities within the environment (Hannafin, 1992).

23.3.1.1. What a REAL Isn't. Because the term learning environment is broadly and carelessly used in educational literature to describe everything from schools to classrooms to computer microworlds to learning activities to air conditioning and furniture, I'll try to clarify what a

REAL isn't before examining the attributes in more detail. I attempt to make the case that a REAL is a more accurate description of what people generally mean when they use learning environment.

First, a REAL is not a delivery technology like video, CD-ROM, or audiotapes. Clark (1994) defines delivery technologies as those that draw on resources and media to deliver instruction and affect the cost and access of instruction. Media technologies can be integral components of REALs. However, a REAL is not limited to any specific media but instead is an assortment of methods and ideas that help cause teaming. Clark's point is important from a research standpoint because instructional methods are often confounded with media in research, and he argues strongly and convincingly that it is instructional methods, not media, that influence learning. He contends that any necessary teaching method can usually be designed in more than one media. Although there are varying degrees of acceptance and disagreement with Clark's point of view (e.g., Jonassen, 1994b; Kozma, 1994), a REAL is a set of instructional methods designed on the assumptions that media are tools for students and teachers to use and that the learning that occurs within the environment is founded on the activities and processes that encourage thinking and reasoning, not the media that deliver information.

Second, do not confuse REALs with computer-based microworlds or learner support environments (LSEs) (Allinson & Hammond, 1990). Computer-based microworlds are computer programs that are designed to apply constructivist theories. Examples include case-based applications, simulations, intentional learning environments, and some hypermedia resources. Developers of microworlds often refer to their programs as learning environments because they often attempt to simulate on a smaller simplified scale realistic environments. However, I contend that this limits the concept of learning environment. Learning environments, and especially REALs, are much more comprehensive and holistic than individual computer applications. Although some computer-based applications use constructivist ideas quite admirably [see especially the Strategic Teaching Framework (Duffy, 1992; Duffy, 1996)] and the Transfusion Medicine Modules (Ambruso, & The Transfusion Medicine Group, 1994), they are not learning environments in the sense that REALs are. To create REALs, teachers must involve their students, parents, administrators, and colleagues in planning and implementing strategies that encourage student responsibility, active knowledge construction, and generative learning activities on a large scale and in a variety of methods and forms. Microworlds may play a role in a REAL through the delivery of information, practice, finding and presenting information, stimulation of high-level thought processes, promotion of collaboration, or exploration. However, REALs involve many more activities and demand much more flexibility than can probably ever be contained in a single computer program. A REAL is an environment that "includes the content taught, the pedagogical methods employed, the sequencing of learning activities, and the sociology of learning" (Collins et al., 1991, p. 6).

Therefore, what are the critical attributes of REALs? The next section of this chapter discusses each of the main attributes in its definition: (a) the application of constructivist ideas, (b) authentic, generative learning activities, (c) student responsibility and initiative, (d) collaboration, (e) higher-level thinking skills and metacognition, and (f) authentic assessment strategies. I will illustrate each attribute with examples of functioning REALs from the areas of anchored instruction, problem-based learning (PBL), case-based learning, reciprocal teaching, and teacher education.