Situated Learning
Situated Learning Theory
Theories of learning such as behaviourism, constructivism and cognitivism guide or provide the framework for creating learning environments. However Siemens (2005) articulates that these theories were developed in a time when learning was not impacted through technology. He further explains that the use of technology has changed how people live, communicate and learn. It would be a disservice to learners to educate them in much the same manner as was done ages ago. Therefore learning environments should be reflective of this new socially technological environment.
Brown, Collins and Duguid (1989) (cited in McLellan, 1996) purport that “situated learning is based on the principle that knowledge is influenced by the activity, context and culture in which it is used.” The theory of situated learning was first proposed by Jean Lave and Etienne Wenger as “a model of learning in a community of practice.” This suggests that the learning which takes place is specific to the situation to which it is applied.
“Collaborative problem based learning” is one of the features of situated learning. That approach sets the stage for accommodating different perspectives on a subject to improve learning (Wijnia, Loyens & Derous,2010). All members of the group need to pull their weight to achieve success. Wentzel (2010) posits that the nature of this type of learning where anyone’s learning is dependent on other members encourages groups to help each other thus improving social learning. Stephenson (n.d) states:
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people.”
Another feature of situated learning is “Scaffold instruction”. Urdan & Erin (2006) acknowledges that scaffold instruction increases learner intrinsic motivation by encouraging both learner and tutor to take part in challenging activities. In a situated learning program study by Hossainy, Zare, Hormozi, Shaghaghi, & Kaveh (2012) it was found that there was a significant increase in mean score changes in the situated learning group compared with the lecture-based instruction group.
Wiki is a tool explained Klobas (2006) for use by multiple authors to jointly produce a collaborate document by editing, adding or modifying the information on the pages of any written document. As such wikis allow students to become co-creators of content. Teacher will instruct students on how to use a wikis, which will be practice in the classroom. Knowing how something is done is inseparable from doing it in situated cognition.
An online activity which I can implement in my classroom, which children can use to practice using wikis, is comic writing. Students will be placed in groups for the wiki where they can collaborate, make contributions not only to ideas, use of vocabulary, plot, story line, but also to the images to be selected, the dialogue to be composed and even the use of onomatopoeia, personification and metaphors of the language. Thus, students will be able to exchange ideas, prepare and present their writing as they evaluate, synthesize and problem solve collaboratively. This approach to writing will empower students as it sets no limitations for the student in the wider world. With this opportunity for autonomous learning, situated cognition learning has given students a sense of power and accountability.
References
Hossainy, F., Zare, H., Hormozi, M., Shaghaghi, F., & Kaveh, M. (2012). Designing and implementing a situated learning program and determining its impact on the students' motivation and learning. Turkish Online Journal Of Distance Education, 13(2), 36-47.
Klobas, J. (2006). Wikis, from social software to social information space. In J. Klobas (Ed.),Wikis: Tools for information work and collaboration. (pp.1-33.). Oxford, England: Chandos Publishing.
McLellan, H. (1996). Situated learning: multiple perspectives. Situated learning perspectives, 5-17.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Stephenson, K. (n.d). What knowledge tears apart, networks make whole. Internal Communication, 36. Retrieved from http://www.netform.com/html/icf.pdf
Urdan, T. and Erin S. (2006). Classroom effects on student's motivation: Goal structures,
social relationships, and competence beliefs. Journal of School Psychology, 44, 339- 349.
Wentzel K., Battle, A., Russell S. L. and His, B. L. (2010). Social supports from teachers
and peers as predictors of academic and social motivation. Contemporary Educational
Psychology, 35, 193-202.
Wijnia, L., Loyens, S. M. M., & Derous, E. (2010). Investigating effects of problem based versus lecture-based learning environment on student Motivation. Contemporary Educational Psychology, 36, 101-113.
Theories of learning such as behaviourism, constructivism and cognitivism guide or provide the framework for creating learning environments. However Siemens (2005) articulates that these theories were developed in a time when learning was not impacted through technology. He further explains that the use of technology has changed how people live, communicate and learn. It would be a disservice to learners to educate them in much the same manner as was done ages ago. Therefore learning environments should be reflective of this new socially technological environment.
Brown, Collins and Duguid (1989) (cited in McLellan, 1996) purport that “situated learning is based on the principle that knowledge is influenced by the activity, context and culture in which it is used.” The theory of situated learning was first proposed by Jean Lave and Etienne Wenger as “a model of learning in a community of practice.” This suggests that the learning which takes place is specific to the situation to which it is applied.
“Collaborative problem based learning” is one of the features of situated learning. That approach sets the stage for accommodating different perspectives on a subject to improve learning (Wijnia, Loyens & Derous,2010). All members of the group need to pull their weight to achieve success. Wentzel (2010) posits that the nature of this type of learning where anyone’s learning is dependent on other members encourages groups to help each other thus improving social learning. Stephenson (n.d) states:
“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people.”
Another feature of situated learning is “Scaffold instruction”. Urdan & Erin (2006) acknowledges that scaffold instruction increases learner intrinsic motivation by encouraging both learner and tutor to take part in challenging activities. In a situated learning program study by Hossainy, Zare, Hormozi, Shaghaghi, & Kaveh (2012) it was found that there was a significant increase in mean score changes in the situated learning group compared with the lecture-based instruction group.
Wiki is a tool explained Klobas (2006) for use by multiple authors to jointly produce a collaborate document by editing, adding or modifying the information on the pages of any written document. As such wikis allow students to become co-creators of content. Teacher will instruct students on how to use a wikis, which will be practice in the classroom. Knowing how something is done is inseparable from doing it in situated cognition.
An online activity which I can implement in my classroom, which children can use to practice using wikis, is comic writing. Students will be placed in groups for the wiki where they can collaborate, make contributions not only to ideas, use of vocabulary, plot, story line, but also to the images to be selected, the dialogue to be composed and even the use of onomatopoeia, personification and metaphors of the language. Thus, students will be able to exchange ideas, prepare and present their writing as they evaluate, synthesize and problem solve collaboratively. This approach to writing will empower students as it sets no limitations for the student in the wider world. With this opportunity for autonomous learning, situated cognition learning has given students a sense of power and accountability.
References
Hossainy, F., Zare, H., Hormozi, M., Shaghaghi, F., & Kaveh, M. (2012). Designing and implementing a situated learning program and determining its impact on the students' motivation and learning. Turkish Online Journal Of Distance Education, 13(2), 36-47.
Klobas, J. (2006). Wikis, from social software to social information space. In J. Klobas (Ed.),Wikis: Tools for information work and collaboration. (pp.1-33.). Oxford, England: Chandos Publishing.
McLellan, H. (1996). Situated learning: multiple perspectives. Situated learning perspectives, 5-17.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
Stephenson, K. (n.d). What knowledge tears apart, networks make whole. Internal Communication, 36. Retrieved from http://www.netform.com/html/icf.pdf
Urdan, T. and Erin S. (2006). Classroom effects on student's motivation: Goal structures,
social relationships, and competence beliefs. Journal of School Psychology, 44, 339- 349.
Wentzel K., Battle, A., Russell S. L. and His, B. L. (2010). Social supports from teachers
and peers as predictors of academic and social motivation. Contemporary Educational
Psychology, 35, 193-202.
Wijnia, L., Loyens, S. M. M., & Derous, E. (2010). Investigating effects of problem based versus lecture-based learning environment on student Motivation. Contemporary Educational Psychology, 36, 101-113.