宠辱不惊,去留无意.

1. People easily transfer learning from one situation to another if they have learned the fundamental skills and concepts.
2. Learners are "receivers" of knowledge in verbal forms from books, experts and teachers.
3. Learning is entirely behaviorist, involving the strengthening of bonds between stimuli and correct responses.
4. Learners are blank slates ready to be written on and filled with knowledge.
5. Skills and knowledge are best acquired independent of realistic contexts for use.

１：基础知识与技巧的掌握会使得学习情境的改变变的容易。是吗？我确实是这样认为的。

２：我不同意，should　plus　“interchange”　，I think.

3:haha,cognitive study is not.

• Learners are not blank slates ,they has many various backgrounds.

?

101 Ways To Make Training Active?so many wanys?

let's search them:one of them.最后把网络上找到的一方法贴上来。

文章里给了一个Lecture Bingo的例子，总之一句话，需要学习者的参与。

Anchored Instruction

ANCHORED INSTRUCTION IS A LEARNING STRATEGY that situates or "anchors" instruction in a realistic case-study, or problem-solving situation.

让我想起语文老师说的写作文要有血有肉，在案例和问题解决中学习，譬如很多计算机书籍，有时候全是理论真的头晕，但是有案例就好多了。

Anchored Instruction challenges and motivates learners to find the story's embedded data thru a realistic, narrative, storyline format.

Learners tend to transfer skills and link subject matter to other contexts as a result of Anchored Instruction's realistic story settings, characters and events.

这就是它的中心思想了，从中学到理论，然后迁徙到其它情境中去。

• "Learning and teaching activities should be designed around an 'anchor' which should be some sort of case-study or problem situation.
• Curriculum materials should allow exploration by the learner

Design Principles

Anchored Instruction's model uses seven interwoven and interdependent cognitive and instructional design principles to create instruction:

1. Generative learning format enhances learner motivation by allowing learners to create or "generate" the story's ending by solving open-ended problems. 生成学习格式
2. Video-based presentation improves on text book learning by adding related background information, animation, graphics, audio, simulation, rich colors and realism. 基于视频的介绍。
3. Narrative format enhances the story's setting, characters, initial and ending events that enrich the realism and authenticity of the storyline. 叙述性格式
4. Problem complexity piques learner's interests and requires full commitment to follow interrelated steps to solve the problem.问题复杂度
5. Embedded data designs peppers the storyline with both needed and unneeded data. As a result, learners become engaged in the exploration and discovery process to identify the problem and search for the pertinent data. 内含数据设计
6. Opportunities for transfer are created by offering the same subject, such as geometry, within three different, realistic settings that allows learners to view other opportunities to use learned skills and knowledge. 迁移时机
7. Links across the curriculum are rooted within a realistic story line, with content that applies to other areas of study. Therefore learners are exposed to these new subject matters that may broaden their views to explore other studies of interest. (Crews, 1997) 与课程交叉连接

做做这个题目吧，一个案例http://peabody.vanderbilt.edu/projects/funded/jasper/preview/jtcc.html

The Anchored Instruction model was developed between the late 1980s, early 1990s by the Cognition and Technology Group at Vanderbilt University

STRUCTURED ROLE PLAY

Here is a technique in which you present a controlled, partial replication of the actual world, ask participants to assume parts and then work their way through an open-ended "script."  You stop the action and guide participants through an analysis of the "play”.

Process

1. Setting the Scene
Your task is to prepare the group for the role-play and provide a valid reason for its use.  Several strategies are available:

You can start with a discussion during which you post a number of problem situations elicited from the group. 

You can give a lecturette (a prepared speech lasting no longer than 10 or 15 minutes). 
You can show a film of a group struggling through a meeting, and stop the film at a point where they start spinning their collective wheels. 

You can give participants a written case which outlines a situation such as described above.

2. Role-Play

Be very specific in your instructions, then get on with it.  The longer you talk about role-playing as a technique and the more you talk about what might happen (or happened to you the last time you did it), the more you can raise anxiety in some group members who have never participated in such an event.

1.    Assign specific roles to people. 

2.    Instruct those not involved in the play to situate themselves so that they can be observers.

3.   Give observers clear instructions on what to look for, what to write down. They will be asked to report their observations after the role play.  Prepare the learners to be active observers !

4.   Get the play started.  If prepared roles are used, let the play run for a little while and then stop as soon as the point has been made.  Unless your participants get stuck, it's best to stay out of the way while you jot down your own observations.

5.   Put an end to the play with something like, "You seem to have reached a point where we can break," or, "Please take another two minutes and then we'll stop."  Do all this before things get boring or the discussion too heated.  Somewhere between 10 and 15 minutes seems about right for the typical role-play.

6.   There are several ways to intensify a role-play by breaking in and directing the process.

 - One is role reversal where you ask players to change roles with others and continue the play in the new spot.  

 - Another way to intervene is by way of a brief interview of the key player(s).

 - A third intervention is based on paradoxical intention. 
3. De-briefing

1.   Ask the role-players to report how things went for them.  No long dissertations are needed here, just a quick summary from each, to hear their view of the situation while in role and at the same time to allow them the emotional release they might need to step out of the role.

2.   Assist players to step out of their roles; sometimes asking them to change chairs and physically move away from their role is needed to have them rejoin the group.

3.   Conduct a de-briefing.  Ask observers to report what they saw and heard.  Emphasize descriptions of actual behaviors over interpretations and second-guessing.  If there is a doubt, remind the group that "we have some expert witnesses here.  Why don't we ask Fred what he felt when Marilyn confronted him about his doodling".  The clearer the instructions to the observers at the outset of the role-play, the higher the quality of comments at this point.

4. Closure

Assist participants to integrate role play results with material previously discussed.  Have them answer the rhetorical question "So what?" or, "What can we say about effective ways of opening a meeting?"

This is also a good point at which to thank the role-players for taking the risk, and perhaps make same light-hearted comments about what happened.  Avoid identification of individuals with certain roles.  "Thank you, Margaret, for doing such a good job as an ineffective manager; I'm sure we all could see parts of ourselves in the way you portrayed that character."

方法还是很多的。