Self-regulated can be used to describe learning that is premised on metacognitive strategic actions such as planning, monitoring, and evaluating personal progress against a standard, and a motivation to learn (Butler & Winne, 1995 AU17: The in-text citation "Butler & Winne, 1995" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Winne & Perry, 2000 AU18: The in-text citation "Winne & Perry, 2000" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Perry, Phillips, & Hutchinson, 2006 AU19: The in-text citation "Perry, Phillips, & Hutchinson, 2006" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ; Zimmerman, 1990 AU20: The in-text citation "Zimmerman, 1990" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
Immersive Learning Theory: As a Design Tool in Creating Purpose-Built Learning Environments
Kathy Blashki (Deakin University, Australia) and Sophie Nichol (Deakin University, Australia)
Copyright: © 2008
|Pages: 7
DOI: 10.4018/978-1-59904-881-9.ch063
Abstract
This article explores an application of immersive learning theory in an Australian secondary school. The emphasis in this study is on the development and implementation of a learning environment that encompasses four essential learning elements: immersion, engagement, agency, and risk (Blashki, Nichol, Jia, & Prompramotes, 2007; Nichol & Blashki, in press). The following documents the impact of a “purpose-specific environment” (Blashki, 2000) created at Karingal Park Secondary College (KPSC) and referred to as the max learning space. The max learning space (“The Max”) was constructed, both physically and pedagogically, upon the precepts of immersive learning for year 7 students to enhance and support their initiation into secondary school learning.