Situated E-Learning

Abstract

E-learning can free us from bound concepts of who we are. However, our digital identities relate back to varied real world situations within which we live. Situated implications of identity changes are frequently not understood by e-learning systems. This chapter provides a detailed review of situated learning concepts and identity reformation accounts within five case-study situations (i.e. within healthcare, prisons, developing worlds, field based, and virtual worlds) with varied e-learning technologies (i.e. Web2, virtual learning environments, mobile, tabletops1, and virtual worlds). Issues of situated identity, practices, and the impact on real world contexts are reviewed. Findings identify that e-learning systems must be designed to support variations in situations, student awareness, and reflection around implications of identity reformation. A theory and practice approach supports understanding e-learning impacts and future dilemmas. The chapter also provides a review on issues of support and coping mechanisms for impacts from situated learning identity changes.