Situiertes Lernen in multimedialen Lernumgebungen

Abstract

We present an overview of models of situated learning and the use of multimedia in corresponding learning environments. The main ideas of situated learning are discussed: learning as active construction of knowledge instead of passive absorption of knowledge. In addition, physical and social aspects of the learning situation have to be considered. Central theories of situated cognition as well as corresponding instructional models are presented. In some detail, we illustrate the principles of anchored instruction. Possibilities and limitations of multimedia for situated learning are discussed.

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