The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer

Autor/inn/en	Riedel, Jens; Fitzgerald, Gail; Leven, Franz; Toenshoff, Burkhard
Titel	The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer
Quelle	In: Journal of Educational Multimedia and Hypermedia, 12 (2003) 4, S.377-398 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Medical Education; Problem Solving; Computer Assisted Instruction; Learning Theories; Case Method (Teaching Technique); Design + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Problemlösen; Computer based training; Computerunterstützter Unterricht; Learning theory; Lerntheorie; Case method; Fallmethode
Abstract	Current theories of learning emphasize the importance of learner-centered, active, authentic, environments for meaningful knowledge construction. From this perspective, computerized case-based learning systems afford practice fields for learners to build domain knowledge and problem-solving skills and to support contextualized transfer of knowledge and skills to professional practice. Case-based learning systems are playing a more and more important role in clinical practice disciplines that deal with ill-structured problems, especially in medicine and education. Technology is an efficient means to provide such learning environments. However, the design of computerized case-based learning systems is extremely complex. This article applies the eight design principles for creating computer-based practice fields described by Barab and Duffy (2000) to two case-based learning systems: CAMPUS (Computer-assisted Education in Medicine via Platform-Independent System) and the TPSS (Teacher Problem Solving Skills) series of interactive cases. The authors describe the use of these design principles for practice fields in these two learning systems and summarize evaluation findings based on their implementation. The one practice field design principle that cannot be implemented within a computer-based learning system is to provide an opportunity to negotiate meaning within a community of learners. To achieve this design principle, instructors need to provide opportunities for discourse around the cases so that knowledge can be manipulated, re-constructed, and transferred beyond the computer-based learning environment. (Contains 6 figures.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10