The value of supporting student learning through the provision of contextual, situated learning experiences is well established and deeply theorised (e.g. Lave & Wenger, 1991; Brown, Collins, & Duguid, 1989; Dewey, 1963). Providing rich, authentic contexts through which students can solve problems, apply principles and practise professional behaviours is an effective way to promote engagement and deepen learning (Laurillard, 2012). Yet, despite this recognition, establishing productive contextual and place-based learning opportunities for online university students can be a challenge, both conceptually and logistically. This is especially the case when development resources and time are limited. One response to this challenge is to maintain a clear focus on learning design in order to distil the necessary components for supporting student learning and engagement (Violante, Vezzetti & Piazzolla, 2019; Cochrane et al, 2017). Through a small case study that includes a virtual site-visit, we explore how learning design can assist in establishing rich, contextual learning environments for online students. Rather than focusing on high-tech development and sophisticated immersive platforms, we will discuss some important elements that can be considered when distilling an effective context-rich learning design, including cognitive, social and work-integrated dimensions. Participants are encouraged to share their own experiences, issues and questions related to the design of context-rich online learning environments.
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Cochrane, T., Cook, S., Aiello, S., Christie, D., Sinfield, D. Steagall, M., & Aguayo, C. (2017). A DBR framework for designing mobile virtual reality learning environments. Australasian Journal of Educational Technology, 33(6).
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Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
Laurillard, D. (2012). Teaching as a design science. New York: Routledge.
Violante, M. G., Vezzetti, E., & Piazzolla, P. (2019). Interactive virtual technologies in engineering education: Why not 360 videos? International Journal on Interactive Design and Manufacturing, 13(2).