You are here:

Instructional Design and Situated Learning: Paradox or Partnership?

Educational Technology Volume 33, Number 3, ISSN 0013-1962


Discusses the relationship between instructional design and situated learning. The transfer of knowledge and skills to a variety of settings is considered; and ways in which instructional design can contribute to the goals of situated learning are described, including planning learning experiences that are situated in the real world. (24 references) (LRW)


Winn, W. (1993). Instructional Design and Situated Learning: Paradox or Partnership?. Educational Technology, 33(3), 16-21. Retrieved July 19, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact