Situated Learning Designs for Professional Development: Fundamental Principles and Case Studies

dc.contributor.authorNaidu, Som
dc.coverage.placeNameIndia
dc.coverage.spatialAsia
dc.date.accessioned2022-10-28T11:22:17Z
dc.date.available2022-10-28T11:22:17Z
dc.date.issued2008-09
dc.description.abstractPCF5 Sub-theme: Livelihoods // This paper articulates and discusses fundamental principles of a model of learning and teaching that is particularly suited for professional development programs. These principles suggest that learning is most effective when learners are engaged in working on and solving real-world problems in a meaningful context and with the guidance of critical others; where their learning activities are clearly articulated and closely aligned with their learning outcomes; and where assessment of the learning outcomes is aimed at helping learners further develop their knowledge, skills and problem-solving abilities. Cases of several professional education programs that have utilized this model of learning and teaching are briefly described. // Paper ID 784
dc.identifier.urihttp://hdl.handle.net/11599/4570
dc.language.isoen
dc.publisherCommonwealth of Learning (COL)
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.titleSituated Learning Designs for Professional Development: Fundamental Principles and Case Studies
dc.typeWorking Paper
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