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

Somaiya Naidu

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

Somaiya Naidu

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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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 language	English
Title of host publication	Access to Learning for Development
Place of Publication	London
Publisher	CommonwealthÂ ofÂ Learning
Pages	9
Number of pages	1
Publication status	Published - 2008
Event	Pan-Commonwealth Forum on Open Learning - The University of London, United Kingdom Duration: 13 Jul 2008 → 17 Jul 2008

Conference

Conference	Pan-Commonwealth Forum on Open Learning
Country/Territory	United Kingdom
Period	13/07/08 → 17/07/08

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title = "Situated learning designs for professional development: Fundamental principles and case studies",

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.",

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N2 - 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.

AB - 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.

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

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Conference

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