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In 1989 Brown, Collins, and Duguid presented the model for situated cognition, or situated learning thought their article entitled: ‘situated cognition and the culture of learning’, drawing upon work done by Vygotsky, Leontiev, Dewey, and Jean Lave (Herrigton and Oliver, 1995, n.p). Brown, Duguid and Collins (1989; cited in Herrigton & Oliver, 1995, n.p) advocate that ‘meaningful learning will only take place if it is embedded in the social and physical context within which it will be used’. The model for situated learning opposes common classroom learning practices where knowledge is usually disassociated with the authentic context. The situational approach to learning posits that learning is inherently social in nature and is shaped by the nature of the interactions among learners, the tools they use within these interactions, the activity itself, and the social context in which the activity takes place (Hashmann, 2001). This definition is not as vague as it sounds when it is seen in conjunction with the concept of community of practice. | In 1989 Brown, Collins, and Duguid presented the model for situated cognition, or situated learning thought their article entitled: ‘situated cognition and the culture of learning’, drawing upon work done by Vygotsky, Leontiev, Dewey, and Jean Lave (Herrigton and Oliver, 1995, n.p). Brown, Duguid and Collins (1989; cited in Herrigton & Oliver, 1995, n.p) advocate that ‘meaningful learning will only take place if it is embedded in the social and physical context within which it will be used’. The model for situated learning opposes common classroom learning practices where knowledge is usually disassociated with the authentic context. The situational approach to learning posits that learning is inherently social in nature and is shaped by the nature of the interactions among learners, the tools they use within these interactions, the activity itself, and the social context in which the activity takes place (Hashmann, 2001). This definition is not as vague as it sounds when it is seen in conjunction with the concept of community of practice. | ||
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===How do people learn?=== | ===How do people learn?=== | ||
| − | From a situated view, people learn as they participate and become intimately involved with a community or culture of learning, interacting with the community, and learning to understand and participate in its history, assumptions, and cultural values and rules (Lave and Wenger, 1991 | + | From a situated view, people learn as they participate and become intimately involved with a community or culture of learning, interacting with the community, and learning to understand and participate in its history, assumptions, and cultural values and rules (Lave and Wenger, 1991). When students first enter a community of practice they act as observers; gradually they give up the observer’s role and they move from the periphery of the community to its centre developing their identity and acting as fully functioning members (Herrigton and Oliver, 1995). Rogoff (1993; 1995) exemplifies this fact by stating that ‘learning is situated in interactions among peripheral participants and full participants in a community of meaning’. |
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| + | [[Page 5.2.1| What is a community of practice?]] | ||
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| + | According to Lave (1996, cited in Hansman (2001, p.46) ‘real-world contexts, where there are social relationships and tools, make the best learning environments’. These learning environments are seen to feature the following characteristics (Herrigton and Oliver, 1995): | ||
| + | *Provision of authentic context that reflects real-life | ||
| + | *Engagement in authentic activities | ||
| + | *Participation in communities of experts; access to expert performances and the modelling of processes | ||
| + | *Promotion of collaborative construction of knowledge | ||
| + | *Promotion of reflection to enable abstractions to be formed | ||
| + | *Coaching/scaffolding when needed or at critical points | ||
| + | *Addressing multiple perspectives and roles | ||
| + | *Assessment within the authentic task | ||
| + | *Opportunities for articulation so that to enable tacit knowledge to be made explicit | ||
| + | Are there any educational benefits?[[Page 5.2.2|Read more>>]] | ||
| − | Click [[ | + | |
| + | ---- | ||
| + | |||
| + | Click [[Page 6|here]] to go back | ||
| + | |||
| + | Click here to go back to the [[Main Page|home]]page | ||
| + | |||
| + | |||
| + | |||
| + | ---- | ||
| + | ====References==== | ||
| + | Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, Vol. 18, No. 1, pp. 32-42 | ||
| + | |||
| + | Herrigton, J. and Oliver, R. (1995) Critical characteristics of situated learning: Implications for the instructional design of multimedia. In: ASCILITE 1995 Conference, 3 - 7 December 1995, University of Melbourne, Melbourne | ||
| + | |||
| + | Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge:Cambridge University Press | ||
| + | |||
| + | Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press | ||
| + | |||
| + | Roschelle, J. (1995). Learning in Interactive Environments: Prior Knowledge and New Experience. _Public Institutions for Personal Learning: Establishing a Research Agenda_. John | ||
| + | Falk and Lynn Dierking, Editors. Washington: American Association of Museums | ||
| + | |||
| + | Vygotsky, L., (1978), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Widdowson, H. G., (1989), "Knowledge of language and ability for use", Applied Linguistics 10: pp. 128-37 | ||
Latest revision as of 13:09, 28 November 2013
[edit] Situated Learning
In 1989 Brown, Collins, and Duguid presented the model for situated cognition, or situated learning thought their article entitled: ‘situated cognition and the culture of learning’, drawing upon work done by Vygotsky, Leontiev, Dewey, and Jean Lave (Herrigton and Oliver, 1995, n.p). Brown, Duguid and Collins (1989; cited in Herrigton & Oliver, 1995, n.p) advocate that ‘meaningful learning will only take place if it is embedded in the social and physical context within which it will be used’. The model for situated learning opposes common classroom learning practices where knowledge is usually disassociated with the authentic context. The situational approach to learning posits that learning is inherently social in nature and is shaped by the nature of the interactions among learners, the tools they use within these interactions, the activity itself, and the social context in which the activity takes place (Hashmann, 2001). This definition is not as vague as it sounds when it is seen in conjunction with the concept of community of practice. The concept of a community of practice is closely related to the model of situated cognition and is used to describe a learning situation where the construction of knowledge is the result of a social procedure where ideas are shared and contextualised activities take place (Roschelle, 1995).
[edit] How do people learn?
From a situated view, people learn as they participate and become intimately involved with a community or culture of learning, interacting with the community, and learning to understand and participate in its history, assumptions, and cultural values and rules (Lave and Wenger, 1991). When students first enter a community of practice they act as observers; gradually they give up the observer’s role and they move from the periphery of the community to its centre developing their identity and acting as fully functioning members (Herrigton and Oliver, 1995). Rogoff (1993; 1995) exemplifies this fact by stating that ‘learning is situated in interactions among peripheral participants and full participants in a community of meaning’.
What is a community of practice?
According to Lave (1996, cited in Hansman (2001, p.46) ‘real-world contexts, where there are social relationships and tools, make the best learning environments’. These learning environments are seen to feature the following characteristics (Herrigton and Oliver, 1995):
- Provision of authentic context that reflects real-life
- Engagement in authentic activities
- Participation in communities of experts; access to expert performances and the modelling of processes
- Promotion of collaborative construction of knowledge
- Promotion of reflection to enable abstractions to be formed
- Coaching/scaffolding when needed or at critical points
- Addressing multiple perspectives and roles
- Assessment within the authentic task
- Opportunities for articulation so that to enable tacit knowledge to be made explicit
Are there any educational benefits?Read more>>
Click here to go back
Click here to go back to the homepage
[edit] References
Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, Vol. 18, No. 1, pp. 32-42
Herrigton, J. and Oliver, R. (1995) Critical characteristics of situated learning: Implications for the instructional design of multimedia. In: ASCILITE 1995 Conference, 3 - 7 December 1995, University of Melbourne, Melbourne
Lave, J. and Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge:Cambridge University Press
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press
Roschelle, J. (1995). Learning in Interactive Environments: Prior Knowledge and New Experience. _Public Institutions for Personal Learning: Establishing a Research Agenda_. John Falk and Lynn Dierking, Editors. Washington: American Association of Museums
Vygotsky, L., (1978), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Widdowson, H. G., (1989), "Knowledge of language and ability for use", Applied Linguistics 10: pp. 128-37
