Grounded practice and the design of constructivist learning environments

Hannafin, Michael J.; Hannafin, Kathleen M.; Land, Susan M.; Oliver, Kevin

doi:10.1007/bf02299733

Cited by 137 publications

(90 citation statements)

References 22 publications

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“…Grounded design of web-enhanced CBA According to Hannafin, Hannafin, Land, and Oliver (1997), grounded design involves ''the systematic implementation of processes and procedures that are rooted in established theory and research in human learning'' (p. 102). Grounded design allows comprehensive interpretation, extrapolation, and application of research and theory for designing learning environments.…”

Section: A Cbr Primermentioning

confidence: 99%

“…According to Hannafin et al (1997), pedagogical foundations refer to how content is represented and affordances provided to support learning in accordance with specific foundation theories. The pedagogical foundations of CBR support situated learning by enabling novices to engage in authentic tasks as an apprentice under the tutelage of virtual and live experts.…”

Section: Tasks and Activitiesmentioning

confidence: 99%

“…In grounded design practice, technological foundations refer to how media are available to support learning (Hannafin et al, 1997), such as to simulate real-world tasks and to conduct meetings with virtual advisors. For example, several researchers have implemented learning-by-doing approaches that enable novices to engage in case-based problems or tasks using the affordances of computer technology (see, for example, Kolodner, Hmelo, & Narayanan, 1996;Kolodner et al, 2004;Schank et al, 1999).…”

Section: Computer-facilitated Apprenticeshipmentioning

confidence: 99%

“…Pragmatic foundations address unique situational constraints associated with design and implementation, ensuring practical designs that are appropriate to given problems and settings (Hannafin et al, 1997). The authenticity of CBR activities allows participants to gain experience in the essential practices of a community.…”

Section: Bridging Knowledge and Experience Gapsmentioning

confidence: 99%

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Grounded design of web-enhanced case-based activity

Kim

Hannafin

2006

Education Tech Research Dev

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Cases have been used in education through a variety of methods, such as case written analysis, case discussion, and case development. Recent case definitions and uses have extended their traditional uses. In case-based reasoning, cases are considered to represent knowledge, and the use of cases is integral to an individual's problem-solving process. Case-based activity (CBA) builds on CBR research and theory, emphasizing the transition of novices toward experts' reasoning and applications. The purpose of this paper is to present the theoretical assumptions and principles for designing grounded, web-enhanced CBA. Findings from recent implementations and implications for design are presented.

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Section: A Cbr Primermentioning

confidence: 99%

Section: Tasks and Activitiesmentioning

confidence: 99%

Section: Computer-facilitated Apprenticeshipmentioning

confidence: 99%

Section: Bridging Knowledge and Experience Gapsmentioning

confidence: 99%

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Grounded design of web-enhanced case-based activity

Kim

Hannafin

2006

Education Tech Research Dev

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“…Hannafin & Hill (2002) describe a continuum of epistemological beliefs ranging from positivism to relativism, with the cognitivists supporting a positivistic instructional design philosophy that could include the defined instructional objectives and generally teacher-directed methodologies common in communicative CALL; in contrast, constructivists see learning goals as negotiated between teachers and students, with teachers facilitating the learning process as with integrative CALL.…”

Section: Communicative Callmentioning

confidence: 99%

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

Molenda

Dabrowski

2005

PsycEXTRA Dataset

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. (Wertheim, 2004). This study investigates how to appraise the pedagogical potential of this new medium of video-game technology for foreign language education not just for a military audience but also its eventual use in public education. REPORT DATE MAY 20052 The ProblemIt is likely that the U.S. will be maintaining a large-scale military as well as civilian presence in Iraq and the Middle East for the indefinite future, requiring the deployment of large numbers of U.S. military and civilian personnel. These people will be living in an Arabic-language culture and interacting with Arabic speakers on a daily basis, but the vast majority of them speak no Arabic. Any language knowledge gained on the job will be lost when these individuals rotate out of Iraq in a year or less, creating a huge training need for their replacements that has been largely unfilled. While the 1 Department of Defense is actively pursuing a number of initiatives to increase the number of Arabic linguists, most recently detailed in Miles (2005), experts in languages and national security continue to point out the shortage (Freedman, 2004;Klaidman & Isikoff, 2003). The shortage underscores the need for rapid, user-friendly language instruction.The press of urgent security and infrastructure needs precludes assigning military personnel to the sort of classroom training that might ordinarily be used for this sort of language learning. Harding (2004) noted that the Defense Language Institute had 800 students in its 63 week-long full-time basic Arabic course, a luxury of time available only to soldiers in specialized career fields. For the majority of those soldiers who will be deployed to the Middle East, there is a pressing need to find alternative means to provide language training. Prensky (2001) suggested that digital game-based learning would be a pedagogically advantageous and logistically efficient method of filling this sort of need, one which the Department of Defense is pursuing (Jaffe, 2005).Under the influence of learner-centered educational theories, instructional designers are creating computer programs for self study that give a student considerable control over the learning process. These programs attempt to simulate rea...

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Grounded practice and the design of constructivist learning environments

Cited by 137 publications

References 22 publications

Grounded design of web-enhanced case-based activity

Grounded design of web-enhanced case-based activity

Criteria for Appraising Computer-Based Simulations for Teaching Arabic as a Foreign Language

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