Fischer, G. (1993). Conceptual frameworks and computational environments in support of learning on demand. NATO Advanced Workshop on The Design of Computational Media to Support Exploratory Learning, .
Abstract: Information overload, the advent of high-functionality systems, and a climate of rapid technological change have created new problems and challenges for education and training. New instructional approaches are needed to circumvent the difficult problems of coverage (i.e., trying to teach people everything that they may need to know in the future) and obsolescence (i.e., trying to predict what specific knowledge someone will need in the future). Learning on demand is a promising approach to address these problems for the following reasons: (1) it contextualizes learning by allowing it to be integrated into work rather than relegating it to a separate phase; (2) it lets learners see for themselves the usefulness of new knowledge for actual problem situations, thereby increasing the motivation for learning new skill and information, and (3) it makes new information relevant to the task at hand.
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Fischer, G. (1998). Seeding, Evolutionary Growth and Reseeding: Constructing, Capturing and Evolving Knowledge in Domain-Oriented Design Environments. Seeding, Evolutionary Growth and Reseeding, 5(4), 447–464.
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Fischer, G. (1996). Making Learning a Part of Life—Beyond the "Gift Wrapping Approach to Technology.
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Fischer, G., & Nakakoji, K. (1997). Computational Environments Supporting Creativity in the Context of Lifelong Learning and Design. Knowledge-Based Systems Journal , Special Issue on Information Technology Support for Creativity, 10(1), 21–28.
Abstract: See http://www.elsevier.nl/cgi-bin/cas/tree/store/knosys/cas_sub/browse/browse.cgi?year=1997&volume=10&issue=1&aid=1076
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Fischer, G., & Scharff, E. (1998). Learning Technologies in Support of Self-Directed Learning. Journal of Interactive Media in Education, 1998(4).
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