Connecting Theory to Practice – Using technology to support situated learning in vocational education PROCEEDINGS
Bee Ling Seow, Buay Choo Tang, Institute of Technical Education, Singapore
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As an institution whose primary function is to meet the skilled manpower needs of the economy, it is therefore essential that our students not only acquire the relevant knowledge and skills when performing in the real work context, but also be able to solve problem with this knowledge and skills. This paper discusses a new instructional strategy we employed -- Situated learning applied in the context of technology-supported independent learning. It is used to bridge the gap between learning of content through formal instruction and real-life application of knowledge and skills in the work environment. To help our instructional designers design and select appropriate technology to create a situated learning environment suitable for independent learning, we have determine the relevant elements of such an environment and come up with a set of guiding questions to help instructional designers design such an environment. To illustrate the application, this paper also describes the situated learning environment designed for a module in the Electrical Technology course.
Seow, B.L. & Tang, B.C. (2005). Connecting Theory to Practice – Using technology to support situated learning in vocational education. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (pp. 1518-1524). Chesapeake, VA: AACE.
© 2005 AACE