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. (1999). Conceptual Frameworks and Innovative Computational Environments in Support of Self-Directed and Lifelong Learning.
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Fischer, G., Girgensohn, A., Lemke, A., McCall, R., & Morch, A. (1990). Conceptual Frameworks and Innovative System Designs for Participatory Design. In Conference on Participatory Design, PDC'90 (pp. 59–81). P.O. Box 717, Palo Alto, CA 94301: CPSR Workplace Project.
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Fischer, G., & Lemke, A. C. (1988). Constrained Design Processes: Steps Towards Convivial Computing. In R. Guindon (Ed.), Cognitive Science and its Application for Human-Computer Interaction (pp. 1–58). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
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Fischer, G., & Lemke, A. C. (1988). Construction Kits and Design Environments: Steps Toward Human Problem-Domain Communication. Construction Kits and Design Environments, 3(3), 179–222.
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