Role-based learning: Considering identity and practice in instructional design
Research in the learning sciences has moved toward a focus on the conditions in which knowledge is learned and applied (e.g. Bransford, Brown, & Cocking, 2000; CTGV, 1997). However, instructional designs still tend to focus primarily on the material or physical conditions for applying knowledge,...
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| Language: | en |
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VANDERBILT
2004
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| Online Access: | http://etd.library.vanderbilt.edu/available/etd-12132004-122017/ |