Field Experiences in Instructional Design and Technology:Legitimate Participation and Stolen Knowledge [Pearl Chen]

  • 发布日期2012-12-03
  • 浏览次数2015

Pearl Chen


Abstract: This paper focuses on preparing effective instructional design and technology professionals through field experiences.  A graduate-level internship seminar combining academic learning and onsite experience of working as an instructional technologist was analyzed through the lens of situated learning theory.  Using a convergent mixed-methods analysis, this study examined the nature of learning that takes place in authentic practice and how learning is shaped by immersing in real-world instructional technology settings. The findings of this study suggest that legitimate participation in lived practice is conducive to active learning and engagement; moving from peripheral to central poses a special challenge for students in their role as an intern; apprentice-like learning situations may not be productive without requisite modeling and coaching; and learning from complex enculturating environments requires a good balance between experiential and reflective learning.  Finally, the negative aspects of learning in a community of practice are discussed along with suggestions for future research.


Keywords: situated learning, field experience, instructional design, instructional technology, career development


地址:中国·北京·清华大学建筑馆北三层 邮编:100084 清华大学教育技术研究所 版权所有 2012.9