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The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer
Article

, University of Heidelberg, Germany ; , University of Missouri-Columbia, United States ; , University of Heidelberg, Germany ; , University Children's Hospital

Journal of Educational Multimedia and Hypermedia Volume 12, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Current theories of learning emphasize the importance of learner-centered, active, authentic, environments for meaningful knowledge construction. From this perspective, computerized case-based learning systems afford practice fields for learners to build domain knowledge and problem-solving skills and to support contextualized transfer of knowledge and skills to professional practice. Case-based learning systems are playing a more and more important role in clinical practice disciplines that deal with ill-structured problems, especially in medicine and education. Technology is an efficient means to provide such learning environments. However, the design of computerized case-based learning systems is extremely complex. This article applies the eight design principles for creating computer-based practice fields described by Barab and Duffy (2000) to two case-based learning systems: CAMPUS (Computer-assisted Education in Medicine via Platform-Independent System) and the TPSS (Teacher Problem Solving Skills) series of interactive cases. The authors describe the use of these design principles for practice fields in these two learning systems and summarize evaluation findings based on their implementation. The one practice field design principle that cannot be implemented within a computer-based learning system is to provide an opportunity to negotiate meaning within a community of learners. To achieve this design principle, instructors need to provide opportunities for discourse around the cases so that knowledge can be manipulated, re-constructed, and transferred beyond the computer-based learning environment.

Citation

Riedel, J., Fitzgerald, G., Leven, F. & Toenshoff, B. (2003). The Design of Computerized Practice Fields for Problem Solving and Contextualized Transfer. Journal of Educational Multimedia and Hypermedia, 12(4), 377-398. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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Cited By

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  • Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation

    Katherine Mitchem, California University of Pennsylvania, United States; Gail Fitzgerald, University of Missouri-Columbia, United States; Candice Hollingsead, Bethel College, United States; Kevin Koury, California University of Pennsylvania, United States; Kevin Miller, Buffalo State University, United States; Hui-Hsien Tsai, University of Missouri-Columbia, United States

    Journal of Interactive Learning Research Vol. 19, No. 2 (April 2008) pp. 331–349

  • Multimedia Cases and Situated Learning: What Works?

    Gail Fitzgerald, University of Missouri-Columbia, United States; Kate Mitchem, California University of Pennsylvania, United States; Candice Hollingsead, Bethel College, United States; Kevin Miller, Buffalo State College, United States; Kevin Koury, California University of Pennsylvania, United States; Hui-Hsien Tsai, University of Missouri-Columbia, United States

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3884–3892

  • An Evaluation Model for Practice Fields in Teacher Education: Contexts, Process, Outcomes, and Transfer

    Gail Fitzgerald, University of Missouri-Columbia, United States; Kevin Koury, California University of Pennsylvania, United States; Candice Hollingsead, Andrews University, United States; Kevin Miller, University of Central Florida, United States; Katherine Mitchem, West Virginia University, United States

    EdMedia + Innovate Learning 2004 (2004) pp. 1750–1757

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