Education at the boundary between school and work: A multiple case study of learning environment designs

Erica Bouw; Ilya Zitter; Elly Bruijn

doi:10.13140/RG.2.2.11637.22248

Education at the boundary between school and work: A multiple case study of learning environment designs

Erica Bouw, Ilya Zitter, Elly Bruijn

Research output: Contribution to conference › Poster › Academic

Abstract

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.

Original language	English
Number of pages	1
DOIs	https://doi.org/10.13140/RG.2.2.11637.22248
Publication status	Published - 5 Sept 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 Sept 2018 → 14 Sept 2018 https://www.unige.ch/earlisig14/ https://www.earli.org/node/37

Conference

Conference	9th International conference of the EARLI SIG 14 Learning and Professional Development
Country/Territory	Switzerland
City	Genève
Period	12/09/18 → 14/09/18
Internet address	https://www.unige.ch/earlisig14/ https://www.earli.org/node/37

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10.13140/RG.2.2.11637.22248Licence: CC BY-NC-ND

https://www.researchgate.net/publication/329706769_Education_at_the_boundary_between_school_and_work_A_multiple_case_study_of_learning_environment_designsLicence: CC BY-NC-ND

Cite this

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abstract = "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.",

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AB - 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.

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Education at the boundary between school and work: A multiple case study of learning environment designs

Abstract

Conference

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