Shepherd J, Clendinning J and Schaverien L (2002) ‘Rethinking E-Learning Designs on Generative Learning Principles’,

Shepherd J, Clendinning J and Schaverien L (2002) ‘Rethinking E-Learning Designs on Generative Learning Principles’, Winds of change in the sea of learning: proceedings of the 19th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE): 8-11 December 2002, edited by A Williamson, C Gunn, A Young and T Clear, v.2, pp 581-591. Auckland, New Zealand:UNITEC Institute of Technology

Another learning theory gaining momentum within researchers on e-learning is generative theory which differs from social learning theory by having its origins in a biological as opposed to social basis. Minsky (1985) and Plotkin’s (1994) generative view of learning is biologically based where learners test ideas which they either have created or inherited for value and retain only those ideas which have survived their tests (Shepherd, Clendinning and Schaverien 2002). This theory dismisses transfer of knowledge in favour of knowledge that is created anew within the context in which the learners have learned and predicts a cycle of testing of ideas against values which evolve through a lifetimes of experiences (Shepherd et al 2002).
The article is the result of collaborative work through students and teacher in the Masters in E-learning program at the University of Technology, Sydney and provides a detailed examination of three e-learning environments through participant observation. These e-learning environments based on generative learning principles include Generative Virtual Classroom (GVC), Views on Electricity (VOE) and Cold. Through analysing these e-learning environments and associated technology platforms the researchers hoped to understand how generative learning theory might underpin the design of e-learning environments and contribute to the success of e-learning environments (Shepherd et al 2002).

Schaverien and Cosgrove (1999) suggest that adult learners with a lifetime of experience and skills may find learning more difficult and in conflict with their established values than younger learners (Shepherd et al 2002). A solution posed by Shepherd et al (2002) is that the design of learning environments which acknowledge this dichotomy and build on existing values experience, knowledge and skills may overcome this barrier to the creation of new knowledge and skills (Shepherd et al 2002).
Shepherd et al (2002) identify the problem that e-learning design has been based on primarily a technocentric design paradigm rather than an educationally sound theoretical basis. They question the educational integrity of many e-learning systems and believe that generative theory can aid in developing sound instructional design.
Schaverien and Cosgrove’s (2000) principles or generative framework which could be applied to sound instructional design include:
1. Exploring – immersion in the learning context which provoke learners to formulate baseline views in a number of areas against which they can generate and test ideas through experience
2. Designing – developing a framework in which learners can test their evolving ideas
3. Making and Operating – using the framework to test ideas
4. Explaining – conscious expression to themselves and communication to others of the value of their newly evolving ideas.
5. Understanding – the new knowledge or skill has been incorporated into the learner’s context and practice
(Shepherd et al 2002)

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