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Designing for Generative Online Learning: A Situative Program of Research

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Intersections Across Disciplines

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Abstract

This chapter describes an interdisciplinary program of research on generative (i.e., readily transferable) online learning. We present productive disciplinary engagement and expansive framing as learning tools to understand and explain how students use their own unique experiences and positioning to frame curricula and engage with content. This is important because it can support generative learning that is most likely to transfer readily to a wide range of subsequent educational, professional, and personal contexts. Instructional designers and researchers alike should find this approach informative and potentially transformative.

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Authors and Affiliations

  1. Indiana University, Bloomington, IN, USA

    Grant T. Chartrand, Christopher D. Andrews & Daniel T. Hickey

Authors
  1. Grant T. Chartrand
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  2. Christopher D. Andrews
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  3. Daniel T. Hickey
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Correspondence to Grant T. Chartrand .

Editor information

Editors and Affiliations

  1. College of Design, University of Minnesota, Saint Paul, MN, USA

    Brad Hokanson

  2. Learning Design and Technology, Purdue University, West Lafayette, IN, USA

    Marisa Exter

  3. Graduate Programs Office, Kent State University, Kent, OH, USA

    Amy Grincewicz

  4. University of Florida, Gainesville, FL, USA

    Matthew Schmidt

  5. Instruction Curriculum Leadership, University of Memphis, Memphis, TN, USA

    Andrew A. Tawfik

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Chartrand, G.T., Andrews, C.D., Hickey, D.T. (2021). Designing for Generative Online Learning: A Situative Program of Research. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Intersections Across Disciplines. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-53875-0_7

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  • DOI: https://doi.org/10.1007/978-3-030-53875-0_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-53874-3

  • Online ISBN: 978-3-030-53875-0

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