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Titlebook: Enhancing Reflection within Situated Learning; Incorporating Mindfu Alexis M. Stoner,Katherine S. Cennamo Book 2018 Association for Educati

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发表于 2025-3-21 19:02:11 | 显示全部楼层 |阅读模式
书目名称Enhancing Reflection within Situated Learning
副标题Incorporating Mindfu
编辑Alexis M. Stoner,Katherine S. Cennamo
视频video
概述Provides instructional designers with methods and approaches to integrate mindfulness and reflection across instructional environments.Presents the benefits of continuous reflection within situated le
丛书名称SpringerBriefs in Educational Communications and Technology
图书封面Titlebook: Enhancing Reflection within Situated Learning; Incorporating Mindfu Alexis M. Stoner,Katherine S. Cennamo Book 2018 Association for Educati
描述.This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. Critically, the authors present a new conceptual model that synthesizes theories and methods from three different areas of study—mindfulness, situated learning, and reflection— to provide a new perspective and instructional approach that has great potential to positively impact outcomes in situated learning..Among the other topics covered:.• Strategies for reflection in situated learning..• Strategies for reflection-in-action in situated learning..• Mindfulness strategies for situated learning..• A conceptual model incorporating mindfulness to enhance reflection..Enhancing Reflection within Situated Learning is an exciting and pioneering resource that offers practical guidance to educators and instructional designers
出版日期Book 2018
关键词Instructional design; Reflection-in-action; Situated learning; Mindfulness; Instructional environments; l
版次1
doihttps://doi.org/10.1007/978-3-319-70326-8
isbn_softcover978-3-319-70325-1
isbn_ebook978-3-319-70326-8Series ISSN 2196-498X Series E-ISSN 2196-4998
issn_series 2196-498X
copyrightAssociation for Educational Communications and Technology 2018
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https://doi.org/10.1007/978-1-349-22439-5y linked to the existing body of literature that includes reflection-in-action. When mindful, learners are more sensitive to context and are able to recognize the familiar in novel situations while also becoming open to flexibility and adjustment when the situation presents uncertainty and is cognit
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https://doi.org/10.1007/978-94-011-6026-1ng, a conceptual model was developed using Type 2 design and development research methods for model development and model validation. The model brings together the literature on situated learning, reflection-in-action, and mindfulness to derive strategies to improve reflective practice within situat
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https://doi.org/10.1007/978-1-349-17832-2ers in a situated learning environment can engage in mindful practice to enhance their ability to reflect-in-action and overall reflective practice. Expanding on theorists’ work in experiential learning and sociocultural theory, the theory of situated cognition and situated learning evolved, grounde
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Alexis M. Stoner,Katherine S. CennamoProvides instructional designers with methods and approaches to integrate mindfulness and reflection across instructional environments.Presents the benefits of continuous reflection within situated le
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978-3-319-70325-1Association for Educational Communications and Technology 2018
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