References

Driscoll, M. P. (2000). Meaningful learning and schema theory. In Psychology of Learning for Instruction
(2nd ed., pp. 113-151). Boston, MA: Allyn & Bacon.
In this chapter, the author discusses Ausubel's theory of meaningful learning and Schema Theory. The author
makes a case that classroom learning is based on reception rather than discovery. Reception learning, the
learner is giving information in is final form. Discovery learning, the learning must construct information
into a usable form. Meaningful learning takes place when new information can be integrated into an existing
body of knowledge. The acquisition of the new knowledge is integrated into a theoretical cognitive structure
and organized by a set of anchoring ideas. The author also discusses the Schema Theory, which is simply a
mental way to organize a concept. The implication for instruction: Using prior knowledge to aid in learning
new material may increase the likely hood of the new knowledge becoming permanent.

Driscoll, M. P. (2000). Situated cognition. In Psychology of Learning for Instruction (2nd ed., pp. 153-179).
Boston, MA: Allyn & Bacon.
In this chapter, the author discusses situated cognition. The author describes cognition as a social activity that
is affected by the context in which the learning takes places. The author explains that the nature of situated
cognition is fundamentally shaped by a social context. Situated cognition occurs in our everyday interactions
and the communities that govern our interaction with others. The author also discusses theories that preceded
situated cognition: ecological psychological, critical pedagogy, everyday cognition. The author concludes the
chapter by discusses the processes of situated cognition. The implication for instructions: This information is
important because I considered the context in which my students learn. Students learn better when they
practice what they learn. The learning must be meaningful to them and engaging. The instructions should
allow them to learn as a part of a group where they can demonstrate mastery to others and help others
achieve mastery.

Mayer, R. E. (2014). Principles for Managing Essential Processing in Multimedia Learning: Segmenting,Pre-
training, and Modality Principles. In The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 316-
344). Cambridge, England: Cambridge University Press.
In this chapter, Mayer discusses managing essential processing in multimedia learning. Mayer believes that a
multimedia lesson can be learned better by breaking the multimedia lesson in manageable parts. If the lesson
is just one continuous lesson this will lead to what Mayer describes as essential overload. Mayer describes
how and identifies research that supports his claims. Three ways to manage a multimedia lesson can be
achieved by segmenting, pre-training and the modality principle. I believe this information is important
because it supports meaningful learning as described by Ausubel. Additilionly, Ausubel describe classroom
learning as reception learning which means the entire multimedia lesson will be the finished product for the
learner to consume. The implication for instructions: When creating a multimedia lesson, instructors should
be mindful of how much information learners will be able to retain. If the multimedia is to long then
instructions will be wasted and learners will develop gaps in knowledge.