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Instructional design for situated learning

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Abstract

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.

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  1. the Educational Psychology Department, the University of Connecticut, USA

    Michael F. Young

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  1. Michael F. Young
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Young, M.F. Instructional design for situated learning. ETR&D 41, 43–58 (1993). https://doi.org/10.1007/BF02297091

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