Enhancing Reflection within Situated Learning
Incorporating Mindfulness as an Instructional Strategy
Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology, Educational Theory, Educational Psychology
| Author: | Alexis M. Stoner, Katherine S. Cennamo | ISBN: | 9783319703268 |
| Publisher: | Springer International Publishing | Publication: | February 21, 2018 |
| Imprint: | Springer | Language: | English |
| Author: | Alexis M. Stoner, Katherine S. Cennamo |
| ISBN: | 9783319703268 |
| Publisher: | Springer International Publishing |
| Publication: | February 21, 2018 |
| Imprint: | Springer |
| Language: | English |
This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. Critically, the authors present a new conceptual model that synthesizes theories and methods from three different areas of study—mindfulness, situated learning, and reflection— to provide a new perspective and instructional approach that has great potential to positively impact outcomes in situated learning.
Among the other topics covered:
• Strategies for reflection in situated learning.
• Strategies for reflection-in-action in situated learning.
• Mindfulness strategies for situated learning.
• A conceptual model incorporating mindfulness to enhance reflection.
Enhancing Reflection within Situated Learning is an exciting and pioneering resource that offers practical guidance to educators and instructional designers interested in incorporating methods and approaches for integrating mindfulness and reflection across instructional environments.
This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. Critically, the authors present a new conceptual model that synthesizes theories and methods from three different areas of study—mindfulness, situated learning, and reflection— to provide a new perspective and instructional approach that has great potential to positively impact outcomes in situated learning.
Among the other topics covered:
• Strategies for reflection in situated learning.
• Strategies for reflection-in-action in situated learning.
• Mindfulness strategies for situated learning.
• A conceptual model incorporating mindfulness to enhance reflection.
Enhancing Reflection within Situated Learning is an exciting and pioneering resource that offers practical guidance to educators and instructional designers interested in incorporating methods and approaches for integrating mindfulness and reflection across instructional environments.
