This paper discusses the notion of situated learning and its implication to the field of instructional design. Recent research on learning and cognition has strongly indicated the situated nature of knowledge. Knowledge itself can not be abstracted from the situation in which it is learned, but is a product of the activity, the culture, and the context in which it is developed and used. The design of a learning environment needs to help students contextualize their knowledge so that students can flexibily transfer their knowledge to various novel situations. The cognitive apprenticeship, suggested by recent learning psychologists, is a tenable method in company with current computer technology for developing such a learning environrment.
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