Abstract
In order to identify elements essential to integrating mindfulness as an instructional strategy to enhance reflection-in-action within situated learning, a conceptual model was developed using Type 2 design and development research methods for model development and model validation. The model brings together the literature on situated learning, reflection-in-action, and mindfulness to derive strategies to improve reflective practice within situated learning by incorporating reflection-in-action and mindfulness. Key elements for promoting reflection before, during, and after the situated learning experience, along with complimentary mindfulness strategies, are included throughout the model, as supported within the literature. The model was designed to aid instructional designers in addressing difficulties faced with designing for situated learning particularly in promoting reflection within the environment. The following chapter presents the conceptual model developed in this study along with examples of ways to incorporate each strategy to aid in the application and usability of the model.
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Stoner, A.M., Cennamo, K.S. (2018). A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment. In: Enhancing Reflection within Situated Learning. SpringerBriefs in Educational Communications and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-70326-8_5
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DOI: https://doi.org/10.1007/978-3-319-70326-8_5
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