Learning in clinical practice can be characterised as situated learning because students learn by performing tasks and solving problems in an environment that reflects the multiple ways in which their knowledge will be put to use in their future professional practice. Collins et al. introduced cognitive apprenticeship as an instructional model for situated learning comprising six teaching metho...

We take situated learning as the starting point for designing a training tool for an undergraduate course on conceptual modeling for information system design. The purpose of the tool is to create training scenarios that provide the same kind of problems and complexity which conceptual modelers face in the 'real world'. School training of conceptual modeling has mostly consisted of problems of ...

Whilst knowledge transfer is one of the most widely-claimed benefits of pair programming, little is known about how knowledge transfer is achieved in this setting. This is particularly pertinent for novice−expert constellations, but knowledge transfer takes place to some degree in all constellations. We ask "what does it take to be a good "expert" and how can...

Instructional planning is an essential professional activity often used by teachers. However, some characteristics of existing university-based teacher education programs may hamper pre-service teachers’ learning of instructional planning. Thus, this study adopts the cognitive apprenticeship as a theoretical foundation to construct a web-based learning model that integrates expert teachers and ...