Commentary 25 Intentionality as one of many neglected learning dimensions. Intentionality and Other Nonsigni cant Issues in Learning: Commentary on Margaret Martinez s Intentional Learning in an Intentional World Brad Mehlenbacher Technical Communication North Carolina State University Raleigh, NC 27695-8105 brad_m@unity.ncsu.edu http://www4.ncsu.edu/~brad_m The learning examined may or may not involve teaching or instruction (Brown and Duguid, 1992, p. 167). Institutional and Instructional Contexts for Learner Studies The backdrop facilitating Margaret Martinez s study and the increased interest in studies of learners and of alternative learning environments is a complicated one. Most certainly, technological advances during the last decade have invigorated educational institutions and corporate interest in providing alternative educational opportunities for under-represented audiences. Additionally, numerous educational researchers have noted the increased pressure to provide improved educational experiences that are driven by both internal and external pressures on traditional educational institutions. Internally, educational institutions are responding to concerns about student quality and learning issues related to existing instruction. Koshmann, Kelson, Feltovich, and Barrows (1996), in their discussion of what graduates should be but are frequently not, suggest that many believe that existing educational systems are producing individuals who fail to develop a valid, robust knowledge base; who
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Intentionality and other nonsignificant in issues learning: commentary on Margaret Martinez's Intentional Learning in an Intentional World
Mehlenbacher, Brad
Follow ACM Journal of Computer Documentation (JCD)
, Volume 24 (1)
Association for Computing Machinery – Feb 1, 2000
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