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© 2018

Enhancing Reflection within Situated Learning

Incorporating Mindfulness as an Instructional Strategy

Benefits

  • Provides instructional designers with methods and approaches to integrate mindfulness and reflection across instructional environments

  • Presents the benefits of continuous reflection within situated learning

  • Offers guidance for designers that is currently lacking within the existing literature

Book

Table of contents

  1. Front Matter
    Pages i-xi
  2. Alexis M. Stoner, Katherine S. Cennamo
    Pages 1-7
  3. Alexis M. Stoner, Katherine S. Cennamo
    Pages 9-15
  4. Alexis M. Stoner, Katherine S. Cennamo
    Pages 17-22
  5. Alexis M. Stoner, Katherine S. Cennamo
    Pages 23-35
  6. Alexis M. Stoner, Katherine S. Cennamo
    Pages 51-52
  7. Back Matter
    Pages 53-56

About this book

Introduction

This innovative brief provides guidance on promoting reflection in situated learning by incorporating mindfulness strategies, tapping into a surge of research interest in exploring mindfulness as an instructional strategy associated with positive learning outcomes. It illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. Critically, the authors present a new conceptual model that synthesizes theories and methods from three different areas of study—mindfulness, situated learning, and reflection— to provide a new perspective and instructional approach that has great potential to positively impact outcomes in situated learning.

Among the other topics covered:

• Strategies for reflection in situated learning.

• Strategies for reflection-in-action in situated learning.

• Mindfulness strategies for situated learning.

• A conceptual model incorporating mindfulness to enhance reflection.

Enhancing Reflection within Situated Learning is an exciting and pioneering resource that offers practical guidance to educators and instructional designers interested in incorporating methods and approaches for integrating mindfulness and reflection across instructional environments.



Keywords

Instructional design Reflection-in-action Situated learning Mindfulness Instructional environments

Authors and affiliations

  1. 1.Edward Via College of Osteopathic MedicineSpartanburgUSA
  2. 2.School of EducationVirginia Tech School of EducationBlacksburgUSA

About the authors

Alexis Stoner is an Assistant Professor in Preventive Medicine and Public Health at the Edward Via College of Osteopathic Medicine. She has a Bachelor’s degree in Biology from Kenyon College, a Master’s degree in Public Health from The Ohio State University, and a Ph.D. in Curriculum and Instruction – Instructional Design and Technology from Virginia Tech. During her Ph.D program, her dissertation explored incorporating mindfulness as an instructional strategy to enhance reflection within a situation learning environment. Currently, her research focuses on incorporating mindfulness within medical education, designing authentic learning experiences for undergraduate medical students, along with developing educational public health initiatives to improve health outcomes among underserved populations. Dr. Stoner has published in various peer-reviewed journals and presented at various conferences in effort to enhance and further the current literature.

Katherine Cennamo is a Professor of Learning Sciences and Technologies at Virginia Tech. She has a Bachelor’s degree in Elementary Education from Virginia Tech, a Master’s degree in Educational Media from the University of Arizona, and a Ph.D. in Instructional Technology from the University of Texas at Austin. Throughout her career, Dr. Cennamo’s work has focused on the application of learning theories to the design of technology-based instructional materials. Through numerous funded projects, publications, presentations, instructional materials, and teaching activities, she has disseminated knowledge of instructional strategies based on established of theories of learning, illuminated the nature of instructional design practice so that scholars and designers alike better understand their work, and applied this knowledge to the preparation of future instructional design professionals. She has synthesized much of this work in her textbooks, Real World Instructional Design, co-authored with Debby Kalk, and Integrating Technology for Meaningful Classroom Use, co-authored with John Ross and Peggy Ertmer. Currently, her research and service activities focus on developing and sustaining a classroom culture that fosters critical and creative thinking skills in K-12 and higher education environments.

Bibliographic information

  • Book Title Enhancing Reflection within Situated Learning
  • Book Subtitle Incorporating Mindfulness as an Instructional Strategy
  • Authors Alexis M. Stoner
    Katherine S. Cennamo
  • Series Title SpringerBriefs in Educational Communications and Technology
  • Series Abbreviated Title SpringerBriefs in Educat. Communicat., Technology
  • DOI https://doi.org/10.1007/978-3-319-70326-8
  • Copyright Information Association for Educational Communications and Technology 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Softcover ISBN 978-3-319-70325-1
  • eBook ISBN 978-3-319-70326-8
  • Series ISSN 2196-498X
  • Series E-ISSN 2196-4998
  • Edition Number 1
  • Number of Pages XI, 56
  • Number of Illustrations 0 b/w illustrations, 4 illustrations in colour
  • Topics Educational Technology
    Learning & Instruction
  • Buy this book on publisher's site

Reviews

“This volume represents a valuable and useful reading for any educator interested in expanding their knowledge of instructional design of situational learning, as well as a foundation for those wanting to incorporate mindfulness and reflective practices into their teaching.” (Sarah Traversin, Idee in form@zione, March, 2020)