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Enhancing Reflection within Situated Learning
Incorporating Mindfulness as an Instructional Strategy
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The purpose of this monograph is to provide guidance on how to promote reflection in situated learning by incorporating mindfulness strategies for reflection-in-action. The conceptual model presented in this monograph was developed through synthesizing theories and methods from three different areas of study (mindfulness, situated learning, and reflection), providing a new perspective and instructional approach for designers. The work illustrates the benefits of continuous reflection within situated learning and how mindfulness can be incorporated before, during, and after the learning experience to enhance the reflective experience. By incorporating mindfulness and reflection-in-action with situated learning, the model presents an approach that has great potential to positively impact outcomes in situated learning and provide guidance for beginning to incorporate mindfulness within other instructional environments as well.
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