Bridging the Gap between Instructional Design and Double-Loop Learning

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Author(s): Howard Spoelstra (Open University of The Netherlands, The Netherlands), Ellen Rusman (Open University of The Netherlands, The Netherlands), Jan van Bruggen (Open University of The Netherlands, The Netherlands)and Rob Koper (Open University of The Netherlandsetherlands, The Netherlands)
Copyright: 2010
Pages: 11
Source title: Novel Developments in Web-Based Learning Technologies: Tools for Modern Teaching
Source Author(s)/Editor(s): Nikos Karacapilidis (University of Patras, Greece)
DOI: 10.4018/978-1-60566-938-0.ch019

Keywords: Education / Educational Technologies / Information Science Reference / Web-Based Teaching & Learning

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Abstract

The implementation of double-loop-learning-based educational scenarios in instructional design in workflow-like e-learning systems appears to be showing a gap; whereas the former assumes that processes can be reflected upon and can be modified or amended by the learners, the latter only predefines a limited set of rigid instructional processes. However, an important advantage of instructional designs implemented in workflow-like e-learning systems using modeling standards is the ease with which they can be exchanged with other (educational) institutions. The workflow environment described here aims to make learner reflection and change to instructional processes feasible while maintaining portability. We present a description of the implementation of the educational scenario of the virtual company in our workflow environment that makes use of dynamic workflow processes. Learners are provided with process building blocks, called “atomic actions,” which they can use to create and revise processes on the fly, thus supporting double-loop learning.

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Bridging the Gap between Instructional Design and Double-Loop Learning

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