Abstract
Interest has emerged in the design of open-ended learning systems, characterized collectively as “learning environments.” Open-ended learning environments are comprehensive, integrated systems that promote cognitive engagement through learner-centered activities, concrete manipulation, and guided exploration. In this chapter, a conceptual framework for designing open-ended learning environments is presented. A brief summary of related research and theory is presented, similarities and differences between learning environments and conventional training and instruction are provided, the underlying foundations and assumptions of open-ended learning systems are summarized, and the implications for automated design are described.
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Hannafin, M.J. (1995). Open-Ended Learning Environments: Foundations, Assumptions, and Implications for Automated Design. In: Tennyson, R.D., Barron, A.E. (eds) Automating Instructional Design: Computer-Based Development and Delivery Tools. NATO ASI Series, vol 140. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-57821-2_5
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DOI: https://doi.org/10.1007/978-3-642-57821-2_5
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