Defining approaches to learning

Perspective	Assumptions	Associated pedagogy
The associative perspective	Learning as acquiring competence Learners acquire knowledge by building associations between different concepts. Learners gain skills by building progressively complex actions from component skills.	Focus on competences Routines of organised activity Progressive difficulty Clear goals and feedback Individualised pathways matched to the individual's prior performance
The constructive perspective (individual focus)	Learning as achieving understanding Learners actively construct new ideas by building and testing hypotheses.	Interactive environments for knowledge building Activities that encourage experimentation and discovery of principles Support for reflection and evaluation
The constructive perspective (social focus)	Learning as achieving understanding Learners actively construct new ideas through collaborative activities and/or through dialogue.	Interactive environments for knowledge building Activities that encourage collaboration and shared expression of ideas Support for reflection, peer review and evaluation
The situative perspective	Learning as social practice Learners develop their identity through participation in specific communities and practices.	Participation in social practices of enquiry and learning Support for development of learning skills Dialogue to facilitate the development of learning relationships