Making Sense of Generative Learning

Abstract How do learners make sense of what they are learning? In this article, I present a new framework sense-making based on research investigating the benefits and boundaries generative learning activities (GLAs). The distinguishes among three primary modes—explaining, visualizing, enacting—that each serve unique complementary cognitive functions. Specifically, assumes mentally organize simulate material (via visualizing enacting modes) to facilitate their ability generalize explaining mode). evidence from GLAs illustrating how visualizations enactments (instructor-provided and/or learner-generated) can higher quality learner explanations subsequent outcomes. also discuss several barriers that help explain when not effective describe possible ways overcome these by appropriately guiding timing GLAs. Finally, implications for theory practice provide recommendations future research.