Situated learning designs for professional development: Fundamental principles and case studies

Somaiya Naidu

    Research output: Book chapter/Published conference paperConference paper

    5 Downloads (Pure)

    Abstract

    This paper articulates and discusses fundamental principles of a model of learning andteaching that is particularly suited for professional development programs. Theseprinciples suggest that learning is most effective when learners are engaged in workingon and solving real-world problems in a meaningful context and with the guidance ofcritical others; where their learning activities are clearly articulated and closely alignedwith their learning outcomes; and where assessment of the learning outcomes is aimedat helping learners further develop their knowledge, skills and problem-solving abilities.Cases of several professional education programs that have utilized this model oflearning and teaching are briefly described.
    Original languageEnglish
    Title of host publicationAccess to Learning for Development
    Place of PublicationLondon
    PublisherCommonwealth of Learning
    Pages9
    Number of pages1
    Publication statusPublished - 2008
    EventPan-Commonwealth Forum on Open Learning - The University of London, United Kingdom
    Duration: 13 Jul 200817 Jul 2008

    Conference

    ConferencePan-Commonwealth Forum on Open Learning
    CountryUnited Kingdom
    Period13/07/0817/07/08

    Fingerprint Dive into the research topics of 'Situated learning designs for professional development: Fundamental principles and case studies'. Together they form a unique fingerprint.

    Cite this