Situated instructional design: Blurring the distinctions between theory and practice, design and implementation, curriculum and instruction (original) (raw)
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Instructional design for situated learning
Educational Technology Research and Development, 1993
The design of situated learning must be closely linked to the ecological psychology of “situated cognition,” as exemplified by problem solving in a complex situated context, the Jasper Series. The extreme view of situated learning contends thatall thinking must be viewed as situated, and is therefore better explained by concepts of perception and action than by the concepts of information processing psychology. In this article, ideas of ecological psychology provide the background for describing four broad tasks for the design of situated learning: selecting the situations, providing scaffolding, determining and supporting the role of the teacher, and assessing situated learning. Further, three metrics for evaluating situated learning are suggested: affording transfer, providing meaning, and providing an anchor for cross-curricular investigation.
An instructional design framework for authentic learning environments
Educational technology research and …, 2000
The instructional technology community is in the midst of a philosophical shift from a behaviorist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning that has the capacity to promote authentic learning is that of situated learning.
Learning with technology, 1995
When situated learning was first described as an emerging model of instruction in 1989, its principal proponents believed that this was just the beginning -the model would continue to evolve and develop with new research and theory. This paper will describe the current thinking on situated learning and the critical characteristics that distinguish it from other models of instruction. The use of situated learning as an approach to the design of learning environments has significant implications for the instructional design of computer-based programs. Strategies for the application of these characteristics to the instructional design of interactive multimedia will be explored. Specific examples will be given to show how these strategies have been applied in the development of interactive multimedia products at Edith Cowan University.
Situated Learning and the Management of Learning
Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner-centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner-centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and t...
The Compass, 2007
Does this mean that we can leave learning to chance? In some cases we may, but in most organized educational settings, I believe that we cannot afford to leave learning to a chance occurrence. Learning is a complex phenomenon, a time consuming and costly activity. In order to produce the best results, with minimal resources and the shortest possible time, we need to carefully design and manage our learning activities.
Situated learning and the management of learning: A case study
The Law Teacher, 2000
Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner-centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner-centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and that lecturers and tutors who use the courseware should take these issues into account when implementing and embedding computer-based learning in the curriculum.
The Practice of Instructional Design: The Process and Its Application.
There is nowadays a lot of interest in the field of Instructional Design. The focus is still on theories and methodology of Instructional System Design (ISD), which are the fundamentals of the field and are absolutely important for its application. However, most professionals are involved in the daily practice of instructional design (ID). The practice of instructional design has a slightly different approach, which tend not to follow strictly the linearity of many ID Models that have been created over the past thirty years. Success in applying the ID methodology lies on a systemic validation and revision of all phases performed along the process of developing instruction. Another element to be considered in the practice of ID, aiming effectiveness and high quality results, is the synergy of all components and the team, which will be acquired by fully knowledge of the process by all.
Submitted to eCAADe’99 SITUATEDNESS: A NEW DIMENSION FOR LEARNING SYSTEMS IN DESIGN
2014
Abstract: In this paper we adopt the approach that designing is a series of situated acts, ie designing cannot be pre-planned to completion. This is based on ideas from situated cognition theory that claims that what people perceive, how they conceive and what they do develop together and are adapted to the environment. For a system to be useful for human designers it must have the ability to associate what is learned to its environment. In order for a system to do that such a system must be able to acquire knowledge of the environment that a design constructs. Therefore, acknowledging the notion of situatedness is of importance to provide a system with such capability and add on a new dimension to existing learning systems in design. We will call such a learning system within the design domain a Situated Learning Design System (SLDS). A SLDS should be able to create its own situational categories from its perceptual experiences and modify them if encountered again to link the learn...