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Instructional Design and Situated Learning: Paradox or Partnership?
ARTICLE

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

Abstract

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)

Citation

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

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