Situated learning: Difference between revisions
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Here is a longer quote from Brown et al. (1989, on-line version): | Here is a longer quote from Brown et al. (1989, on-line version): | ||
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Figure 3 shows how, in the terms of cognitive apprenticeship, we can represent the progress of the students from embedded activity to general principles of the culture. In this sequence, apprenticeship and coaching in a domain begin by providing modeling in situ and scaffolding for students to get started in an authentic activity. As the students gain more self-confidence and control, they move into a more autonomous phase of collaborative learning, where they begin to participate consciously in the culture. The social network within the culture helps them develop its language and the belief systems and promotes the process of enculturation. Collaboration also leads to articulation of strategies, which can then be discussed and reflected on. This, in turn, fosters generalizing, grounded in the students' situated understanding. From here, students can use their fledgling conceptual knowledge in activity, seeing that activity in a new light, which in turn leads to the further development of the conceptual knowledge. | |||
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Figure 3 | Figure 3: Students' Progress from Embedded Activity to Generality. | ||
Students' Progress from Embedded Activity to Generality. | |||
Apprenticeship Collaboration Reflection | Apprenticeship Collaboration Reflection | ||
WORLD/ACTIVITY GENERALITY | WORLD/ACTIVITY GENERALITY | ||
Coaching Multiple practice Articulation | Coaching Multiple practice Articulation | ||
== Design Implications for learning environments == | == Design Implications for learning environments == | ||
Revision as of 18:35, 8 February 2006
Definition
Meaningful learning will only take place if it is embedded in the social and physical context within which it will be used. (Brown et al 1989) according to Oliver (2000)
Learning methods that are embedded in authentic situations are not merely useful; they are essential. (Brown et al 1989).
Here is a longer quote from Brown et al. (1989, on-line version):
Figure 3 shows how, in the terms of cognitive apprenticeship, we can represent the progress of the students from embedded activity to general principles of the culture. In this sequence, apprenticeship and coaching in a domain begin by providing modeling in situ and scaffolding for students to get started in an authentic activity. As the students gain more self-confidence and control, they move into a more autonomous phase of collaborative learning, where they begin to participate consciously in the culture. The social network within the culture helps them develop its language and the belief systems and promotes the process of enculturation. Collaboration also leads to articulation of strategies, which can then be discussed and reflected on. This, in turn, fosters generalizing, grounded in the students' situated understanding. From here, students can use their fledgling conceptual knowledge in activity, seeing that activity in a new light, which in turn leads to the further development of the conceptual knowledge.
Figure 3: Students' Progress from Embedded Activity to Generality.
Apprenticeship Collaboration Reflection WORLD/ACTIVITY GENERALITY Coaching Multiple practice Articulation
Design Implications for learning environments
Herrington and Oliver (ref?) suggest that the learning environment should:
- Provide authentic context that reflect the way the knowledge will be used in real-life
- Provide authentic activities
- Provide access to expert performances and the modelling of processes
- Provide multiple roles and perspectives
- Support collaborative construction of knowledge
- Provide coaching and scaffolding at critical times
- Promote reflection to enable abstractions to be formed
- Promote articulation to enable tacit knowledge to be made explicit
- Provide for integrated assessment of learning within the tasks.
Examples
- [Deconstructing the Classroom: Situated learning on the Great Barrier Reef.]
- [Integrating distributed learning in work situations: A case study] by Kristian Folkman
Asan, A. (2003) School experience course with multimedia in teacher education. Journal of Computer Assisted Learning 19 (1), 21-34. doi: 10.1046/j.0266-4909.2002.02602.x [Blackwell link]
References
Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-41. http://www.sociallifeofinformation.com/Situated_Learning.htm
Lave, J. and E. Wenger (1991), Situated learning. Legitimate peripheral participation, Cambridge University Press.
Oliver, R. & J. Herrington (2000), Using Situated Learning as Design Strategy for Web-Based Learning, in B. Abbey, Instructional and Cognitive Impacts of Web-Based Education, 178-191.