Bridging the Gap Between Instructional Design and Double-Loop Learning

Bridging the Gap Between Instructional Design and Double-Loop Learning

Howard Spoelstra, Ellen Rusman, Jan vin Bruggen, Rob Koper, Maristella Matera
DOI: 10.4018/jwltt.2008010108
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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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