Situated cognition is “the notion of learning knowledge and skills in contexts that reflect the way they will be used in real life” (Brown, Collins, & Duguid, 1989). A close relative of cognitive apprenticeship and constructivism, this concept encourages educators to construct an environment that mimics as closely as possible the setting in which their instruction will actually be put to use. Whereas cognition and the situation it was learned in had historically been considered separate entities, they are now thought to be indivisible from one anther. When students get feedback from within their learning setting, an improved learning experience occurs. When provided the opportunity and framework for feedback and revision, the understanding that a student achieves is deeper and more meaningful. Further, technologies which promote such a dynamic communicative situation for a student will produce a more learned one.
Learning is described as generative; that is, as an act of creation or co-creation, as social, or occurring in partnership with others, and as occurring in the “lived-in world”, which means that it takes place in settings that make what is learned more relevant, useful, and transferable (Brill, 2001). Therefore, the activity during which knowledge is acquired is now considered to be inexorably linked to the learning itself. It is not considered supplementary, secondary or in addition to learning. Rather, the situation is part of the cognition. A recognized leader in the situated cognition movement, Allan Collins identified four benefits of using situated cognition as a learning model. First, students learn about the conditions for applying knowledge. Second, students are more likely to engage in invention and...
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...Research Library database. (Document ID: 990079491).
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Desjardins’ Human-Computer-Human Interaction model (HCHI 2001, 2005) is an epistemological template for how a user, the technology that user is operating, and the processes of systems, are interdependent entities. In addition, certain competencies are needed for this relationship to function, along distinct dimensions (Desjardins, 2001, p.1). This HCHI model, as described by Desjardins, Lacasse and Bélair (2001), was an attempt to address specific competencies that were related to the use of information and communication technology (ICT) in an educational setting (pg. 1). Desjardins’ work with the HCHI has been further applied in the prototyping of collaborative online learning environments and as such the model may prove useful when analyzing current web-based applications for usability, reliability, and relevance. This is done by taking the application in question and observing which features fall in line with the four tenets of the HCHI: the technical order, the epistemological order, the informational order, and the social order. For this paper, I intend to apply the HCHI model to critically analyze the web-based mind-mapping tool, Popplet, using the perspectives and theoretical constructs discussed in EDUC 5101 Learning with Technology course. As a tool I frequently use, I am curious if Popplet holds up well to the HCHI paradigm and if Popplet, a collaborative online learning environment, displays interdependence between the user, the technology itself, and the processes of systems. Please note that Popplet does have a tablet version of its application. I will not be focusing on the iOS/Android versions, as it would add certain considerations to this paper that are beyond its present scope.
This essay will outline two theories of learning in-depth and will mention the differences between Lev Vygotsky and Jean Piaget’s theory of learning. This essay will also indicate and explain the implications for teaching and learning that can be drawn from Vygotsky’s theory of learning. Learning theories are frameworks that describe how information is absorbed, processed and retained during learning. These are cognitive, emotional, environmental influences. Educators that embrace cognitive theory believe that “learning as a change in behaviour is far too narrow” so they prefer to study the learner rather than their environment. Those who support constructivism believe that “a learner’s ability to learn relies to a large extent of what he
...stive technology and how is it used in schools? Retrieved March 25, 2012, from www.sc.edu/scatp/cdrom/atused.html
Today’s learning environment has a wide variety of instructional and delivery methods. The student is the primary beneficiary because of this, moreover than previous generations. This case study will discuss my preferred learning styles and how they relate to the cognitivist and constructivist learning theories. It will also discuss how the online learning environment will impact my educational pursuit.
Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes . London: Harvard University Press. 57.
While some theorists treat the ability of students to interpret or describe problem solving situations as already existing in the minds of the learner, Lesh’s notion of models and modeling perspectives realizes that students must be exposed to a variety of ways to communicate the mathematics being explored (Cramer, 2003). Included in the forms of communication are the spoken and written language, symbols, diagrams, metaphors, and computer-based simulations (Cramer, 2003; Johnson & Lesh, 2003). This is also related to what Wertsch (1985) described as “mediated activity” as an extension of Vygotsky’s social formation of learning which has become an important component of learning as different forms of media will emphasize different aspects of a problem situation and the conceptual systems within the p...
Constructivism represents a paradigm shift form education based on cognitive theories. This concept assumes that learners construct their own knowledge on the basis of interaction with their environment. (Gagnon & Collay, 200?) The role of the teacher as a constructor of the learning experience to ensure authentic curriculum and assessment which is responsive to the skills, needs and experiences of the learner, within established curriculum framework and with the reference to the achievement of literacy, numeracy, retention and attainment of outcomes. Krause, Bochner and Duchesne (p.157) comment that “as learners interact with their environment, they link information learned through experience to previous knowledge, and so construct new understandings and knowledge.” Constructivism then inturn encourages Teachers and Learning Managers to recognise the value of prior knowledge and experiences that each child brings with them into the classroom, and help them (the students) build on their understandings of the world by providing appropriate learning experience plans.
"Research Center: Technology in Education." Education Week American Education News Site of Record. Web. 19 Nov. 2011. .
Situated cognition explains how “the situation in which a person learns becomes a fundamental part of what is learned” (Putnam & Borko, 2000, p. 6). The activities that teachers are socially situated in are essential for individual learning (Putnam & Borko, 2000). According to situated learning, teachers can develop their growth when they actually implementing such
A. Behaviorism, constructivism and cognitivism are relatively common theories used in the classroom as ways to approach student learning. Behaviorism focuses on observable behavior, such as students answering questions correctly, or being able to follow directions to complete a task as instructed. Characteristics of a classroom that uses behaviorism might be memorization of facts, writing vocabulary words, or a token reward system to inspire the desired behavior and decrease undesired behaviors. Constructivism, as indicated by the root word “construct,” focuses on the construction of new ideas, or expanding on what is already known. Students in a classroom using constructivism as a means for learning might seem more actively engaged in the learning process; they often learn something new through applying what they already know about the content area, and exploring new matter to further their understanding. This type of classroom often uses hands on manipulatives to allow students to actually build, create, or experiment with what they are learning. A cognitivism approach to learning might be explained by the minds capacity to process information – such as how a learner might remember something, retrieve information, or store new concepts. Learning through this method often depends on how the student processes what the teacher is presenting. Classrooms using this approach might incorporate learning strategies that help students categorize and sequence information to assist with processing. Like constructivism, it can be an active style of learning.
Cognitive theory is concerned with the development of a person’s thought process. Cognitive theory influences how one understands and interacts with the world. Cognitive Theorist Paiget, proposed an idea that served information on the development to account for the steps and sequence of children’s intellect differently than adults. This paper will compare and contrast the 3 cognitivist theories: Piaget’s Cognitive Development Theory, Vygotsky’s Socio Cultural Cognitive Theory and the Information Processing Approach in Kermit and the Keyboard.
Open learning environment refers to the shared spaces and all the activities therein and the materials provided to children within the early years education context to further enhance their learning opportunities, and provide them with a rich experience in their foundation years.
In this chapter there is one main idea. The main idea is that there are nine additional parameters of Mediated Learning Experience (MLE) that are situationally appropriate. The key concepts for the second half of this chapter are the situation or event specific parameters identified by the authors. Herein each of the parameters will be identified and a possible classroom connection will be noted. In addition, a brief correlation to traditional and contemporary learning theories will be identified.
The integration of various computer technologies have pushed designers of curriculums to modify their teaching and instructional design in such a way that they promote the essence of instant, interactive, and transferrable knowledge. There...