In this case study six learning environments in Dutch vocational education were selected to collect empirical evidence for distinct manifestations of two types of connective designs: (1) designs based on incorporation and, (2) designs based on hybridisation. The selected cases differed in location, professional domain and position in the overall curriculum. The cases were studied from a design perspective, focussing on the epistemic design, the set design and the social design of each learning environment. Findings suggests that learning environment designs can be distinguished by analysing the design rationale and their specific epistemic, physical and social characteristics.
|Number of pages||1|
|Publication status||Published - 5 Sep 2018|
|Event||9th International conference of the EARLI SIG 14 Learning and Professional Development : Interaction, learning and professional development - The University of Geneva, Genève, Switzerland|
Duration: 12 Sep 2018 → 14 Sep 2018
|Conference||9th International conference of the EARLI SIG 14 Learning and Professional Development|
|Period||12/09/18 → 14/09/18|