When innovative instructional designs are too innovative: lack of schema

Thomas Kjærgaard, Christian Wahl

Publikation: Bidrag til bog/antologi/rapportKonferenceartikel i proceedingpeer review


This paper presents a study of what happens when innovation of an instructional design is too innovative. The study investigates an implementation process of a new instructional design in nursing education. The new instructional design should be a step away for a functionalist approach to learning and it was developed to motivate and encourage the students to engage in more situated learning processes. The course is infamous for low attendance and for demotivating the students; hence the new instructional design should motivate students to attend the lessons and to participate. The new instructional design utilized teacher-produced video clips to qualify the students learning in the preparation for the lessons and new pedagogical activities during lessons to make the learning process more situated. However, the outcome was not as planned. The students didn’t recognize the video clips as a significant part of the preparation for the lessons and therefore they were not prepared for the activities that the teacher had planned for the lessons. The paper investigates the students’ lack of ‘schema’ and suggests ways of developing schemata to learn in a situated learning environment.
TitelProceedings of the 1th D4|Learning international Conference : Innovations in Digital Learning for Inclusion
ForlagAalborg Universitetsforlag
Publikationsdato17 nov. 2015
ISBN (Elektronisk)978-87-7112-405-7
StatusUdgivet - 17 nov. 2015
Begivenhed1.th D4Learning International Conference: Learning for Inclusion (D4L) - Mylius Erichsensvej 131, Aalborg, Aalborg, Danmark
Varighed: 17 nov. 201520 nov. 2015
Konferencens nummer: 1


Konference1.th D4Learning International Conference
LokationMylius Erichsensvej 131, Aalborg


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