Barton, Karen and Maharg, Paul and McKellar, Patricia (2000) Situated learning and the management of learning : a case study. The Law Teacher, 34 (2). pp. 141-163. ISSN 0306-9400Full text not available in this repository. (Request a copy from the Strathclyde author)
Situated learning, focusing on the pragmatic and social aspects of learning, has as its basis the notion that learning is essentially dependent on the immediate situation of action. It is a strength of the theory that it supports learner-centred instructional design (ID), and supports a constructivist approach to ID. Nevertheless, even a learner-centred theory such as situated learning requires more if its product is to be successful in facilitating learning. Student learning requires management at every level: within individual learning activities, within a module syllabus and within a curriculum. The contextual issues which go to make up such management, and the relations between situated learning theory and learning management, are the focus of this paper. We shall argue that it is essential for the success of embedded IT that instructional designers pay attention to learning management issues, that they signal the presence of these issues in their courseware documentation, and that lecturers and tutors who use the courseware should take these issues into account when implementing and embedding computer-based learning in the curriculum.
|Keywords:||situated learning, learning, legal education , constructivism, Law (General), Law, Education|
|Subjects:||Law > Law (General)|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Law > Law|
|Depositing user:||Pure Administrator|
|Date Deposited:||09 Jun 2011 09:39|
|Last modified:||29 Apr 2016 01:44|