Situated learning as a model for the design of an interactive multimedia program on medication administration for nurses

According to Collins (1988), the perspective taken by advocates of the situ ated learning model, as a basis for instruction, is that knowledge and skil ls should be acquired in contexts that reflect the ways in which that knowl edge will be useful in a real life situation. This case study examines the use of a situated learning framework for the design of an interactive multi media program on medication administration for nursing students. The key as pects of this framework which could be incorporated into the multimedia des ign were: (1) authentic contexts that reflect the way knowledge is used in real life; (2) authentic activities which learners would engage in during t heir career roles, (3) access to expert performance and modelling of the pr ocesses involved; and (4) opportunities for students to reflect on their le arning. The outcomes of the project are briefly discussed.