New Learning

1. Front Matter

   Pages i-viii

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2. New Learning: Three Ways to Learn in a New Balance

   • Robert-Jan Simons, Jos van der Linden, Tom Duffy

   Pages 1-20

3. New Learning, Technologies and Assessment

   1. Active Learning: Self-directed Learning and Independent Work

      • Bernadette van Hout-Wolters, Robert-Jan Simons, Simone Volet

      Pages 21-36

   2. Collaborative Learning

      • Jos van der Linden, Gijsbert Erkens, Henk Schmidt, Peter Renshaw

      Pages 37-54

   3. New Technologies

      • Gellof Kanselaar, Jerry Andriessen, Ton de Jong, Peter Goodyear

      Pages 55-81

   4. Assessing Active Self-directed Learning

      • Bernadette van Hout-Wolters

      Pages 83-99

   5. Valid Classroom Assessment of Complex Skills

      • Karel Stokking, Marinus Voeten

      Pages 101-118

4. Domain-related Issues of New Learning

   1. New Learning in Science and Technology

      • Johan van der Sanden, Jan Terwel, Stella Vosniadou

      Pages 119-140

   2. New Learning in Social Studies

      • Geert ten Dam, Fons Vernooij, Monique Volman

      Pages 141-156

   3. Writing and Learning to Write: A Double Challenge

      • Gert Rijlaarsdam, Michel Couzijn

      Pages 157-189

   4. A Social Perspective on New Learning

      • Ton Mooij, Jan Terwel, Günther Huber

      Pages 191-208

5. New Instruction, Teaching and Teacher Education

   1. Process-oriented Teaching

      • Jan Vermunt, Lieven Verschaffel

      Pages 209-225

   2. Teaching for Active Learning

      • Mieke Brekelmans, Peter Sleegers, Barry Fraser

      Pages 227-242

   3. New Learning in Teacher Education

      • Fred Korthagen, Cees Klaassen, Tom Russell

      Pages 243-259

   4. The Professional Development of Teachers

      • Douwe Beijaard, Nico Verloop, Theo Wubbels, Sharon Feiman-Nemser

      Pages 261-274

6. Back Matter

   Pages 275-279

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The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies.

• attention
• collaborative learning
• education
• learning
• teacher education
• learning and instruction

• University of Nijmegen, The Netherlands

  Robert-Jan Simons

• University of Utrecht, The Netherlands

  Jos Linden

• Unext, USA

  Tom Duffy

Policies and ethics