Editor: Tom Moher, University of Illinois at Chicago
Coined by Moher (2006), the term embedded phenomena refers to a design framework that situates classroom learners within the spatial and temporal bounds of imaginary scientific phenomena for the purpose of collaborative inquiry. The framework is characterized by four common features.
- "- Simulated dynamic phenomena are "mapped" onto the physical space of the classroom.
- The state of the simulation is represented and manipulated through distributed (stationary or mobile) media located around the classroom representing "portals" into a phenomenon, depicting local state information corresponding to the mapping between the phenomenon and the room.
-The simulation, represented via the portals, runs concurrently with, but independent of, the flow of regular instructional activity in the classroom. Typically, simulations run over time courses on the order of several weeks.
- Students monitor and manipulate of the state of the simulation through the portals, collaboratively gathering, aggregating, and analyzing evidence to solve a problem or answer a driving question."
(Moher 2006 p.691)
French: phénomènes embarqués
German: eingebettet Phänomene
The term "embedded" is frequently used in computer science to refer to technologies implanted within physical environments or artifacts.
Moher, T.  (2006). Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations. Proceedings ACM Conference on Human Factors in Computing Systems (CHI 2006) (April 2006, Montreal, Canada), 691-700.
Situated learning, Embodied learning, Augmented reality, Mixed reality
Moher T., 2006, Embedded Phenomena: Supporting Science Learning with Classroom-sized Distributed Simulations