Adding a design perspective to study learning environments in higher professional education |
| |
| Authors: | Ilya Zitter Elly De Bruijn P Robert Jan Simons and Th J Ten Cate |
| |
| Institution: | (1) National Centre of Expertise in Vocational Education & Training [ecbo], Utrecht, The Netherlands;(2) Research group Vocational Education, Faculty of Education, Hogeschool Utrecht University of Applied Sciences, Utrecht, The Netherlands;(3) Langeveld Institute for the Study of Education and Development in Childhood and Adolescence, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;(4) IVLOS Institute of Education, Utrecht University, Utrecht, The Netherlands;(5) Netherlands School of Educational Management (NSO), Amsterdam, The Netherlands;(6) Centre of Research and Development of Education, University Medical Centre Utrecht, Utrecht, The Netherlands |
| |
| Abstract: | How to design learning environments leading to learning-, thinking, collaboration- and regulation skills which can be applied
to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments
in innovative higher professional education more closely. To characterize learning environments we identify designable elements
and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified.
We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own
needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues
that would be available in professional practice and scaffold learners in need of support. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
