Abstract Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from contexts work. Many different manifestations such learning environments are found in current vocational education, both senior secondary education higher professional education. However, limited research has focused on how to design these not much is known about their designable elements (i.e. epistemic, spatial, instrumental, temporal social that...

How to design learning environments leading learning-, thinking, collaboration- and regulation skills which can be applied transferable, knowledge oriented outcomes is still controversial. We studied the designs of in innovative higher professional education more closely. To characterize we identify designable elements position them on a scale ranging from specified, emergent elements. Next, main problems with are identified. introduce adaptive as potential solution. observed participants...

We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, outcomes terms transferable knowledge and learning-, thinking-, collaboration- regulation-skills. Our focus is on the role objects from professional practice serving as boundary authentic mechanisms they are to activate. identify three sets features objects: (1) facilitation interaction between actors enacting various roles; (2) handling diverse...

This study focuses on the school–work connection from perspective of curriculum design. The aim was to uncover considerations underpinning design learning environments in vocational education. research took place Netherlands. A focus group methodology chosen elicit designers' considerations, which generally remain largely implicit. These concern designable elements environments: epistemic, spatial, temporal, and social elements. Design were uncovered at each aggregation levels a curriculum....

Abstract Economic, social and environmental changes place high demands on teachers teacher education. Consequently, education is challenged to design curricula that respond anticipate changes. Curricula are value‐driven even though part of these values might be constant, the relative importance themselves may also subject change since society changing rapidly. In vocational education, responsive curriculum development refers balancing needs students, workplaces society. Vocational qualifies...

Abstract Educational institutions and vocational practices need to collaborate design learning environments that meet current-day societal demands support the development of learners’ competence. Integration experiences across contexts can be facilitated by intentionally structured at boundary school work. Such are co-constructed educational practices. However, co-construction is challenged differences between work, which lead discontinuities school–work boundary. More understanding needed...