Situated Learning Teaching Courses in the University Environment: a practical experience
The capability of learning objects of transferring knowledge and skills depends on the way in which they are thought, organized, engineered and realized. The instructional design is the principal factor that influences the quality of learning objects. The success in use of learning modules depends on the capability in involving learners in e learning; the utility of electronic didactic materials depends on the capability to provide effective learning environments; learning utility depends on the possibility of applying theories and explanations to the real problems of everyday life. This paper, by considering constructivism a useful model to provide learning by doing, presents the results of a practical experience to develop new learning solutions to make available better e learning teaching courses to university students. The realized prototype considers in a whole a coaching phase, an exemplification studying phase, a problem solving phase, and a feedback based phase. The analysis of the learners' satisfaction and of the time spent in using the learning object, show that situated learning teaching modules represent an enhancement with respect to previous implementations and a further step toward the ICT knowledge based society. Key Words: Situated Learning, E learning, Academic Education, Knowledge Based Society, ICT.