ABSTRACT

This chapter provides a conceptual framework related to designing for situational embodiment; discusses three types of curricular designs, ranging from designed and emergent simulation models to participation models; and overviews various strategies for achieving each design, including examples from the literature. Specifically, we discuss designed simulation models (e.g., anchored instruction, problem-based learning, and cognitive apprenticeship); emergent simulation models (e.g., case-based reasoning, project-based learning, and classroom learning communities); and participation models (e.g., participatory simulations, academic play spaces, and communities of practice). Looking across the different examples, we also discern tensions that 98emerge in working toward curricular embodiment—namely, tensions concerning the quality of the context (noisy vs. tailored) and the quality of the formalisms (explicit vs. implicit).