Designing experiential modes: A key focus for immersive learning environments.

Autor/in	Appelman, Robert
Titel	Designing experiential modes: A key focus for immersive learning environments.
Quelle	In: Tech trends for leaders in education and training, (2005) 3, S.64-74 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/BF02763648
Schlagwörter	Learn Environment; Augmented Reality; Instructional Design; Learner Perception; Experiential Mode
Abstract	Summary Learning Environments (LEs) are ways of applying epistemology, pedagogy, methodology and instructional strategy at a macro level that lead naturally to their own development (Hannafin & Hill, 2005). Experiential Modes (EMs) are components of a learning environment that focus on the learner’s perception while experiencing any experiential mode, and through a micro analysis bridges the gap between instructional development and learner cognition. Although Instructional Design has already turned toward a more learnercentered approach, the entire development process must also embrace the learner’s experience as it focuses on providing rich EMs that are created through an emergent and dynamic development process. The design strategy of focusing on EMs for development resonates with new virtual technologies since their experiential components are so high. The engaging video game industry has captured the imagination and social focus of young adults and children around the world, and this has impacted their expectations and also the learning potential for simulations and games with more serious purposes than entertainment. Using learner experience as the touch-stone for design is the common ground for both traditional educators and those designers attempting to incorporate complex gaming and simulation environments into educational contexts (Crawford, 1984; Prensky, 2001; Gee, 2003; Salen & Zimmerman, 2004).
Erfasst von	OLC
Update	2023/2/04