Sarah Lugthart | Avans University of Applied Sciences (original) (raw)
Papers by Sarah Lugthart
Tijdschrift voor economische en sociale geografie, Oct 5, 2012
TMG Journal for Media History, 2012
European Journal of STEM Education, Dec 1, 2021
Situated learning could benefit STEAM education because both aim to develop skills that can deal ... more Situated learning could benefit STEAM education because both aim to develop skills that can deal with complex real-life situations. Although ample research has been conducted into situated learning within higher vocational education in general, there exists little research on the implementation of the educational approach in STEAM education specifically. To gain insight into what is needed for this implementation, a case study of a situational simulation was conducted within a STEAM education context, in which we observed students in simulating media design studios. We observed the setup, working and evaluation phases of the simulation and analyze the data this yielded-setup surveys, studio agreements, feedback forms, individual reflections and concluding surveys-based on three core features of situated learning: community of practice, participation and authentic context. Based on this analysis, we conclude that our study confirms the potential of situated learning for STEAM education. Our case study also suggests four guidelines for, as well as one challenge in, the implementation of situated learning in STEAM education. These guidelines and challenge are 1.) to actively facilitate quality feedback between students within a situational simulation; 2.) to promote taking various professional roles within the simulation, 3.) to provide situational-specific scaffolding based on the determination of which skills and information should be offered by tutors and which skills and information students already possess or are best left to develop and find by themselves; and 4.) to gain insight into individual learning goals for the benefit of the cognitive realism of the simulation; while 5.) the absence of real financial or commercial consequences compromises the authenticity of a situational simulation and, consequently, challenges the implementation of situated learning in STEAM education.
European Journal of STEM Education
Situated learning could benefit STEAM education because both aim to develop skills that can deal ... more Situated learning could benefit STEAM education because both aim to develop skills that can deal with complex real-life situations. Although ample research has been conducted into situated learning within higher vocational education in general, there exists little research on the implementation of the educational approach in STEAM education specifically. To gain insight into what is needed for this implementation, a case study of a situational simulation was conducted within a STEAM education context, in which we observed students in simulating media design studios. We observed the setup, working and evaluation phases of the simulation and analyze the data this yielded-setup surveys, studio agreements, feedback forms, individual reflections and concluding surveys-based on three core features of situated learning: community of practice, participation and authentic context. Based on this analysis, we conclude that our study confirms the potential of situated learning for STEAM education. Our case study also suggests four guidelines for, as well as one challenge in, the implementation of situated learning in STEAM education. These guidelines and challenge are 1.) to actively facilitate quality feedback between students within a situational simulation; 2.) to promote taking various professional roles within the simulation, 3.) to provide situational-specific scaffolding based on the determination of which skills and information should be offered by tutors and which skills and information students already possess or are best left to develop and find by themselves; and 4.) to gain insight into individual learning goals for the benefit of the cognitive realism of the simulation; while 5.) the absence of real financial or commercial consequences compromises the authenticity of a situational simulation and, consequently, challenges the implementation of situated learning in STEAM education.
Education and New Developments 2019, 2019
Preparing students in higher vocational education for a career in the domain of design requires t... more Preparing students in higher vocational education for a career in the domain of design requires the transfer of a deep understanding of the design methods applied within that domain. Within design practices, however, a shift can be observed from methods based on sequences of planned steps towards the design of a certain object, to more situated design methods that favor progression on the basis of actions in the design context towards more open ended outcomes. Moreover, literature on situated design methods suggests that adopting such methods is to perform situated actions on the basis of previous experience, rather than to execute preplanned steps explained by educators. This poses a challenge to design educators, as students do typically not have much previous design experiences to rely on; they have yet to build up a reservoir of resources and know-how to be able to perform within a design context. To explore this apparent dilemma, we formulated the following research question: H...
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: ‘plans’ and ‘situated actions’. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.
Lecture Notes in Computer Science, 2017
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: ‘plans’ and ‘situated actions’. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.
Lugthart, S., van Dartel, M., Quispel, A. (2017) Plans versus Situated Actions in Immersive Storytelling Practices. Lecture Notes in Computer Science (LNCS): Interactive Storytelling. Springer: Berlin.
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: 'plans' and 'situated actions'. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.
Tijdschrift voor economische en sociale geografie, Oct 5, 2012
TMG Journal for Media History, 2012
European Journal of STEM Education, Dec 1, 2021
Situated learning could benefit STEAM education because both aim to develop skills that can deal ... more Situated learning could benefit STEAM education because both aim to develop skills that can deal with complex real-life situations. Although ample research has been conducted into situated learning within higher vocational education in general, there exists little research on the implementation of the educational approach in STEAM education specifically. To gain insight into what is needed for this implementation, a case study of a situational simulation was conducted within a STEAM education context, in which we observed students in simulating media design studios. We observed the setup, working and evaluation phases of the simulation and analyze the data this yielded-setup surveys, studio agreements, feedback forms, individual reflections and concluding surveys-based on three core features of situated learning: community of practice, participation and authentic context. Based on this analysis, we conclude that our study confirms the potential of situated learning for STEAM education. Our case study also suggests four guidelines for, as well as one challenge in, the implementation of situated learning in STEAM education. These guidelines and challenge are 1.) to actively facilitate quality feedback between students within a situational simulation; 2.) to promote taking various professional roles within the simulation, 3.) to provide situational-specific scaffolding based on the determination of which skills and information should be offered by tutors and which skills and information students already possess or are best left to develop and find by themselves; and 4.) to gain insight into individual learning goals for the benefit of the cognitive realism of the simulation; while 5.) the absence of real financial or commercial consequences compromises the authenticity of a situational simulation and, consequently, challenges the implementation of situated learning in STEAM education.
European Journal of STEM Education
Situated learning could benefit STEAM education because both aim to develop skills that can deal ... more Situated learning could benefit STEAM education because both aim to develop skills that can deal with complex real-life situations. Although ample research has been conducted into situated learning within higher vocational education in general, there exists little research on the implementation of the educational approach in STEAM education specifically. To gain insight into what is needed for this implementation, a case study of a situational simulation was conducted within a STEAM education context, in which we observed students in simulating media design studios. We observed the setup, working and evaluation phases of the simulation and analyze the data this yielded-setup surveys, studio agreements, feedback forms, individual reflections and concluding surveys-based on three core features of situated learning: community of practice, participation and authentic context. Based on this analysis, we conclude that our study confirms the potential of situated learning for STEAM education. Our case study also suggests four guidelines for, as well as one challenge in, the implementation of situated learning in STEAM education. These guidelines and challenge are 1.) to actively facilitate quality feedback between students within a situational simulation; 2.) to promote taking various professional roles within the simulation, 3.) to provide situational-specific scaffolding based on the determination of which skills and information should be offered by tutors and which skills and information students already possess or are best left to develop and find by themselves; and 4.) to gain insight into individual learning goals for the benefit of the cognitive realism of the simulation; while 5.) the absence of real financial or commercial consequences compromises the authenticity of a situational simulation and, consequently, challenges the implementation of situated learning in STEAM education.
Education and New Developments 2019, 2019
Preparing students in higher vocational education for a career in the domain of design requires t... more Preparing students in higher vocational education for a career in the domain of design requires the transfer of a deep understanding of the design methods applied within that domain. Within design practices, however, a shift can be observed from methods based on sequences of planned steps towards the design of a certain object, to more situated design methods that favor progression on the basis of actions in the design context towards more open ended outcomes. Moreover, literature on situated design methods suggests that adopting such methods is to perform situated actions on the basis of previous experience, rather than to execute preplanned steps explained by educators. This poses a challenge to design educators, as students do typically not have much previous design experiences to rely on; they have yet to build up a reservoir of resources and know-how to be able to perform within a design context. To explore this apparent dilemma, we formulated the following research question: H...
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: ‘plans’ and ‘situated actions’. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.
Lecture Notes in Computer Science, 2017
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: ‘plans’ and ‘situated actions’. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.
Lugthart, S., van Dartel, M., Quispel, A. (2017) Plans versus Situated Actions in Immersive Storytelling Practices. Lecture Notes in Computer Science (LNCS): Interactive Storytelling. Springer: Berlin.
While much research on immersive storytelling practices is focused on outcomes and audience exper... more While much research on immersive storytelling practices is focused on outcomes and audience experiences, much less attention has hitherto been given to research on the relationship of such outcomes and experiences to the design process. In this paper, we introduce the distinction between two modes of design to the domain of immersive storytelling: 'plans' and 'situated actions'. In a small comparative case study, we investigate how these two modes of design affect the creative outcomes of the design process of immersive stories and their reception. The case study reveals important relations between the method chosen to design an immersive story and aspects of the outcomes of such design processes, which emphasizes the importance of the mode of design in creating immersive stories.