Designable elements of integrative learning environments at the boundary of school and work: a multiple case study
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Designable elements of integrative learning environments at the boundary of school and work: a multiple case study Erica Bouw1,2 · Ilya Zitter2 · Elly de Bruijn1,2 Received: 24 September 2019 / Accepted: 3 September 2020 © The Author(s) 2020
Abstract Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work. Keywords Activity Centred Analysis and Design (ACAD) model · Curriculum design · Designable elements · Integrative learning environments · Multiple case study · School– work boundary
Introduction Because a universally-recognised characteristic of vocational education is its relation to the world of work, workplace learning or other varieties of practice-based learning are often integrated in the vocational curriculum (Billett 2014; Grollmann 2018). The term vocational education is used here to refer to all education and training for vocations (Billett 2011). The school–work relation that characterises vocational education * Erica Bouw [email protected]; [email protected] 1
Open University of the Netherlands, PO Box 2960, 6401 DL Heerlen, The Netherlands
2
HU University of Applied Sciences, PO Box 14007, 3508 SB Utrecht, The Netherlands
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Vol.:(0123456789)
Learning Environments Research
has implications for learning environment design, because features from school and from work need to be intentionally combined within the learning environment. Intentionally designed learning environments or systems at the boundary of school and work include authentic goal-directed work activities and physical settings in which learners can practise and be guided by experts from occupational practice (Billett and Choy 2013; Harteis et al. 2014). Such activities and settings are ne
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