learning_theories:situated_learning
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learning_theories:situated_learning [2011/04/13 16:51] jpetrovic [Bibliography] |
learning_theories:situated_learning [2011/04/14 11:29] jpetrovic [General] |
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| ===== General ===== | ===== General ===== | ||
| - | Situated learning is a learning theory developed in the late 1980s by [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]] and [[http://www.ewenger.com/|Etienne Wenger]]. Situated learning theory is based on the assumption that **knowledge should be presented in authentic context that involves its application**. Both authors argue that learning should not be viewed as transmission of abstract and contextualized knowledge between individuals, but a social process within certain conditions which include **activity**, **context** and **culture**. | + | Situated learning or situated cognition is a learning theory developed in the late 1980s by [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]] and [[http://www.ewenger.com/|Etienne Wenger]] and soon expanded by [[http://www.johnseelybrown.com/|John Seely Brown]] and his colleagues. Situated learning theory is based on the assumption that **knowledge should be presented in authentic context that involves its application**. Both authors argue that learning should not be viewed as transmission of abstract and contextualized knowledge between individuals, but a social process within certain conditions which include **activity**, **context** and **culture**. |
| * "//The theory of situated cognition... claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together.//"(([[http://books.google.hr/books?id=H4KAEhUMnkgC&printsec=frontcover&dq=Situated+cognition:+on+human+knowledge+and+computer+representations&hl=hr&ei=-kulTeP_LNHBswa59fmVCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Clancey, William J. Situated cognition: on human knowledge and computer representations. Cambridge University Press, 1997.]])) | * "//The theory of situated cognition... claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together.//"(([[http://books.google.hr/books?id=H4KAEhUMnkgC&printsec=frontcover&dq=Situated+cognition:+on+human+knowledge+and+computer+representations&hl=hr&ei=-kulTeP_LNHBswa59fmVCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Clancey, William J. Situated cognition: on human knowledge and computer representations. Cambridge University Press, 1997.]])) | ||
| - | ===== What is situated learning ? ===== | + | ===== What is situated learning? ===== |
| The claims of situated learning theory can roughly be divided in following categories: | The claims of situated learning theory can roughly be divided in following categories: | ||
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| ===== What is the practical meaning of situated learning? ===== | ===== What is the practical meaning of situated learning? ===== | ||
| - | Since situational learning theory is not necessarily oriented on formal institutional sites of learning, it is also not necessarily orientated on improving the practice of educationalists. But if so, situated learning suggests that **learners should be provided with a rich, real-world context** for learning and **applications of learned content** rather than just be forced to memorize facts. | + | Since situational learning theory is not necessarily oriented on formal institutional sites of learning, it is also not necessarily orientated on improving the practice of educationalists and practices performed on those sites. Still, a model of how situated learning theory should affect instructional design was suggested in 1989 by Brown, Collins and Dugid. This model is called [[instructional_design:cognitive apprenticeship]]. |
| - | A difference between decontextualized and contextualized learning in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): | ||
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| - | | APPROACH 1: classroom (decontextualized, inert) | APPROACH 2: authentic (situated in real world problem to solve) | | ||
| - | | For example, go through the Photoshop reference manual, tool by tool, in alphabetical order, learning how each tool (line, paint, bucket, select, etc.) works including all possible optional settings. | For example, start with a visualization task you want to accomplish (such as, create a logo for a company.) Look up and learn only a few particular tools you realize you may need to use to accomplish the design. | | ||
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