Situated learning and the management of learning : a case study

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 0306-9400

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Abstract

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.

Creators(s): Barton, Karen, Maharg, Paul and McKellar, Patricia;
Item type:Article
ID code:30512
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:02 Apr 2020 01:01
URI:https://strathprints.strath.ac.uk/id/eprint/30512
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