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Situated learning and the management of learning : a case study
| Content Provider | Semantic Scholar |
|---|---|
| Author | Barton, Karen McKellar, Patricia Maharg, Paul |
| Copyright Year | 1998 |
| Abstract | Abstract 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 ... |
| Starting Page | 141 |
| Ending Page | 163 |
| Page Count | 23 |
| File Format | PDF HTM / HTML |
| DOI | 10.1080/03069400.2000.9993052 |
| Volume Number | 34 |
| Alternate Webpage(s) | https://openresearch-repository.anu.edu.au/bitstream/1885/14239/1/Maharg%20Situated%20Learning%20and%20the%20Management%20of%20Learning%202000.pdf |
| Alternate Webpage(s) | https://doi.org/10.1080/03069400.2000.9993052 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
