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Topic: Situated learning

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	Situated learning - Wikipedia, the free encyclopedia
		Situated learning is a model of learning first proposed by Jean Lave and Etienne Wenger.
		Learning objects are often used in conventional teaching situations and those that rely heavily on computers and the Internet.
		Jean Lave and Etienne Wenger (1991) Situated Learning.
	en.wikipedia.org /wiki/Situated_learning (710 words)

	the social/situational orientation to learning @ the informal education homepage
		Learning would be exceedingly laborious, not to mention hazardous, if people ha d to rely solely on the effects of their own actions to inform them what to do.
		Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people.
		Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory.
	www.infed.org /biblio/learning-social.htm (1307 words)

	TIP: Theories
		Lave argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated).
		Social interaction is a critical component of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired.
		Situated learning is a general theory of knowledge acquisition.
	tip.psychology.org /lave.html (434 words)

	CETE - About CETE
		Situated cognition theory conceives of learning as a sociocultural phenomenon rather than the action of an individual acquiring general information from a decontextualized body of knowledge (Kirshner and Whitson 1997).This Digest presents an overview of the concepts related to applying situated cognition in adult learning.
		Situated cognition in the classroom becomes the vehicle for students to challenge and intervene in the social constructions imposed by various institutions and political and cultural settings.
		Situated cognition reminds us that adult learners are a rich and diverse source of stories, data that can transform the classroom from a source for transferring knowledge from instructor to learners to a resource for interpreting, challenging, and creating new knowledge.
	www.cete.org /acve/docgen.asp?tbl=digests&ID=48 (2001 words)

	Situated Cognition - Ebook (Site not responding. Last check: 2007-10-13)
		Emerging from anthropology, sociology, and cognitive science, situated cognition theory represents a major shift in learning theory from traditional psychological views of learning as mechanistic and individualistic, and moves toward perspectives of learning as emergent and social (Greeno, 1998; Lave and Wenger, 1991; Salomon, 1996).
		Thus, situated cognition theory encourages educators to immerse learners in an environment that approximates as closely as possible context in which their new ideas and behaviors will be applied (Schell and Black, 1997).
		Their definition bears analysis: generative implies that learning is an act of creation or co-creation; social suggests that at least a portion of learning time occurs in partnership with others; and lived-in world connotes real-world practices and settings that make learning more relevant, useful, and transferable.
	www.coe.uga.edu /epltt/situatedcognition.htm (1840 words)

	Constructivism, Situated Learning, and Other Learning Theories
		How to teach (learn) for transfer and retention -- so that the mathematical knowledge and skills that students gain in school are available for use throughout the curriculum, work, and play of their lifetime.
		Situated Learning is emerging as a learning theory that is particularly relevant to teaching.
		Situated learning tends to have characteristics of Project-Based Learning and Problem-Based Learning.
	darkwing.uoregon.edu /~moursund/Math/learning-theories.htm (1142 words)

	Situated Cognition
		Because it is dependent on situations and negotiations, the meaning of a word cannot, in principle, be captured by a definition, even when the definition is supported by a couple of exemplary sentences.
		Learning and acting are interestingly indistinct, learning being a continuous, life-long process resulting from acting in situations.
		An intriguing role in learning is played by "legitimate peripheral participation," where people who are not taking part directly in a particular activity learn a great deal from their legitimate position on the periphery (Lave and Wenger, in preparation).
	www.exploratorium.edu /IFI/resources/museumeducation/situated.html (9015 words)

	Jean Lave, Etienne Wenger and communities of practice
		Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3).
		Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'.
		A person’s intentions to learn are engaged and the meaning of learning is configured through the process of becoming a full participant in a socio-cultural practice.
	www.infed.org /biblio/communities_of_practice.htm (3036 words)

	Untitled (Site not responding. Last check: 2007-10-13)
		Situated learning is the study of how human knowledge develops in the course of activity, and especially how people create and interpret descriptions (representations) of what they are doing.
		In effect, situated learning calls us to see how rules make ongoing learning necessary in the workplace, and how the development of knowledge is constrained by every individual's conception of what he or she is supposed to be doing.
		In this respect, situated learning theory requires psychology and perhaps neurobiology to be comprehensible to educators and cognitive scientists.
	cogprints.org /323/00/139.htm (9396 words)

	Learning Theories
		Natural learning environments, like those in which parents help their children develop language, are often characterized as "contextualized." Participants, in this case the parent and the child, share a context, or a common frame of reference, in which the learning takes place.
		Situated learning (Greeno, 1989; Brown, Collins, and Duguid, 1989) is a stance holding that inquiries into learning and cognition must take serious account of social interaction and physical activity.
		When transfer of learning occurs, it is in the form of meanings, expectations, generalisations, concepts, or insights that are developed in one learning situation being employed in others (Bigge and Shermis, 1992).
	otec.uoregon.edu /learning_theory.htm (4088 words)

	Situated Learning
		Situated cognition is argued that it provides a broad, useful framework focusing on everyday cognition, authentic tasks, and the value of in-context apprenticeship training.
		Situated learning emphasizes the idea that what is learned is specific to the situation in which it is learned.
		Learning communities: change of learning culture in the classroom: change from knowledge dispenser into a learning community, in which teacher and learners work collaboratively to achieve important goals emphasizing distributed expertise (students come to the learning task with different interests and experiences and are provided the opportunity within the community to learn different things.
	www.personal.psu.edu /students/w/x/wxh139/Situated.htm (1957 words)

	Situated Cognition
		Situated Cognition is a recent term for a family of research efforts that explain cognition, including problem solving, sense making, understanding, transfer of learning, creativity, etc., in terms of the relationship between learners and the properties of specific environments (affordances).
		The emphasis of research on situated cognition is to study realistic complex "situated" learning, problem solving and thinking.
		This learning environment should serve as the experimental material for a research design/proposal regarding the nature of situated learning.
	inkido.indiana.edu /syllabi/R695/sitcog.html (691 words)

	Situated cognition - Wikipedia, the free encyclopedia
		Situated cognition is a movement in cognitive psychology which derives from pragmatism, Gibsonian ecological psychology, ethnomethodology, the theories of Vygotsky (activity theory) and the writings of Heidegger.
		Instead, it was suggested that learning was "situated": that is, it always took place in a specific context (cf contextualism).
		This is similar to the view of "situated activity" proposed by Lucy Suchman, "social context" proposed by Giuseppe Mantovani, and "Situated Learning" proposed by Jean Lave and Etienne Wenger.
	en.wikipedia.org /wiki/Situated_cognition (291 words)

	Situated learning
		This clumsy phrase is the central principle of a quite different kind of learning theory, situated learning, which is primarily social rather than psychological and originates from Lave and Wenger (1991).
		Based on case-studies of how newcomers learn in various occupational groups which are not characterised by formal training, they suggest that legitimate peripheral participation is the key.
		Knowledge is situated within the practices of the community of practice, rather than something which exists “out there” in books.
	www.learningandteaching.info /learning/situated.htm (588 words)

	Amazon.com: Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and ... (Site not responding. Last check: 2007-10-13)
		Learning viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral participation.
		If you are interested in the study of situated learning and social practice theory, this is the place to start - the origin of the terms `legitimate peripheral participation' (LPP) and `communities of practice' employed ubiquitously by researchers developing sociocultural critiques of Enlightenment thinking.
		With "Situated Learning," the reader is invited to follow Lave and Wenger as they ponder the consequences of doors, tables, timeclocks, work schedules, and union contracts on human development and potential.
	www.amazon.com /Situated-Learning-Participation-Computational-Perspectives/dp/0521423740 (1815 words)

	Situated Learning in Adult Education. ERIC Digest.
		Situated cognition theory conceives of learning as a sociocultural phenomenon rather than the action of an individual acquiring general information from a decontextualized body of knowledge (Kirshner and Whitson 1997).
		Knowledge is obtained by the processes described (Lave 1997) as "way in" and "practice." Way in is a period of observation in which a learner watches a master and makes a first attempt at solving a problem.
		Schell and Black found variations in the degree of transfer of knowledge and skills from the simulation to the work world due to limitations in the nature of simulation and due to the degree of involvement with the simulation as real.
	www.ericdigests.org /1998-3/adult-education.html (1973 words)

	Situated Cognition and the Culture of Learning (Site not responding. Last check: 2007-10-13)
		The activity and context in which learning takes place are thus regarded as merely ancillary to learning pedagogically useful, of course, but fundamentally distinct and even neutral with respect to what is learned.
		A theory of situated cognition suggests that activity and perception are importantly and epistemologically prior-at a nonconceptual level-to conceptualization and that it is on them that more attention needs to be focused.
		Anyone familiar with Jean Lave's work on learning, apprenticeship, and everyday cognition will realize at once that we are deeply indebted to her groundbreaking work.
	www.sociallifeofinformation.com /Situated_Learning.htm (8689 words)

	Situated Learning: Legitimate Peripheral Participation, A Review
		A descriptor of engagement in societal practice that entails learning as an integral constituent.
		It's a transitory concept, a bridge, between a view according to which cognitive processes and thus learning, are primary and a view according to which social practice is the primary, generative phenomenon, and learning is one of its characteristics.
		This reminds me of raising children, particularly with respect to the film we saw in Denise's class on how the father interacted with his infant daughter by holding the ring at the right angle for her to grab.
	derrel.net /readings/SituatedLearning.htm (2106 words)

	Situated Learning - Welcome (Site not responding. Last check: 2007-10-13)
		Situated Cognition is considered by some to represent a major paradigm shift in teaching and learning.
		At the end is an assessment for you to reflect and self-assess your learnings.
		Instructional designers or trainers who may be applying adult learning theories in their work.
	home.att.net /~wwhyman/sitcog/welcome.htm (456 words)

	Situated Cognition
		Cognitive apprenticeships: to provide the opportunities for the learners to internalize learning and develop self-monitoring and self-correcting skills.
		Facilitation methods: situated learning environments attempt to help students to improve their cognitive abilities,
		Situated cognition has several implications for learning system design as well as teaching and learning process:
	tecfa.unige.ch /staf/staf-e/pellerin/staf15/situacogn.htm (408 words)

	Amazon.com: Situated Learning Perspectives: Books: Hilary McLellan (Site not responding. Last check: 2007-10-13)
		The New Update on Adult Learning Theory: New Directions for Adult and Continuing Education (J-B ACE Single Issue) by Sharan B. Merriam on page 50
		Learning Skills — Boost your mental capacity - engage your mind in self-improvement.
		If you are a publisher or author and hold the digital rights to a book, you can make it available as an eBook on Amazon.com.
	www.amazon.com /Situated-Learning-Perspectives-Hilary-McLellan/dp/087778289X (562 words)

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