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Using situated learning in the design of interactive multimedia-based learning environments

Oliver, R., Herrington, J.ORCID: 0000-0002-9960-4677, Herrington, A. and Sparrow, L. (1996) Using situated learning in the design of interactive multimedia-based learning environments. In: 12th Conference of the Japan Society for Educational Technology

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The design of learning materials using interactive multimedia (IMM) provides scope for many different forms of instructional settings. Much of the learning potential of IMM materials is derived from the interactivity that is supported and the resulting levels of cognitive engagement of the learners. There are, however, many instructional design strategies that can be used for developing IMM materials, some of which are clearly less effective than others in providing the forms of learning environment required for effective teaching and learning.

This paper describes a project currently underway in Western Australia which is investigating the utility and efficacy of using situated cognition as a design model for IMM materials. Situated cognition is based on the notion of providing authentic contexts and activities as the basis of the learning process and appears to be well suited to IMM design and development. Our project has used situated cognition in the development of a CD-ROM for use in a teacher-education program. The paper describes the principles of situated cognition and their application in the development of this product, together with a discussion of findings from a preliminary implementation and trial of the software.

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