Situated Learning in Adult Education
In the situated learning approach, knowledge and skills are learned in the contexts that reflect how knowledge is obtained and applied in everyday situations. 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. It should be noted that situated learning theory has not yet produced precise models or prescriptions for learning in classroom settings.
The Concept of Situated Learning
As an instructional strategy, situated cognition has been seen as a means for relating subject matter to the needs and concerns of learners (Shor 1987). Learning is essentially a matter of creating meaning from the real activities of daily living. By embedding subject matter in the ongoing experiences of the learners and by creating opportunities for learners to live subject matter in the context of real-world challenges, knowledge is acquired and learning transfers from the classroom to the realm of practice. To situate learning means to place thought and action in a specific place and time. To situate means to involve other learners, the environment, and the activities to create meaning. To situate means to locate in a particular setting the thinking and doing processes used by experts to accomplish knowledge and skill tasks (Lave and Wenger 1991). In the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world. Participants will ...
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In short, the majority of Turkey’s allies did nothing about the ordeal in the end. Basically brushing the entire event off. Eventually, the already small and fragile Armenian republic was given no support from the allies as a whole, and collapsed upon itself. As for the Turkish, in the successful obliteration of the vast majority of the Armenian people, they destroyed many priceless masterpieces, libraries and churches that had belonged to the Armenians. In Turkey, it’s illegal to even mention the topic of the Armenian Genocide.
In chapter four the focus switches away from assistive technology supporting students in one content area and focuses on the teaching profession and how assistive technology can assist teachers to employ a universal design for learning. The Universal Design for Learning (UDL) promote learning that best for the student and promoting students a variety of methods to express their knowledge.
During the Holocaust there were different types of concentration camps where innocent Jews went to suffer and die. There were death camps, huge prisons and killing centers. During the Holocaust, the most famous concentration camp was located at Auschwitz. Systemic gassing of Jews began at Auschwitz in March of 1942. (2) It is unimaginable to the human mind that these death camps existed. Not only did they exist and operate like well-oiled machines, the amount of concentration camps is mind numbing which shows the determination of Germany’s destruction of Jews. The variety of camps which included: labor, death, cold experiments, and work related, to name a few, totaled 10,005. “There were 52 main concentration camps, which had a total of 1,202 satellite camps. Auschwitz, by itself, with its 50 satellite camps, had 7,000 guards among...
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(Jeromy) Auschwitz was one of the top camps out of forty-thousand existed camps. According to the article “The Ten Worst Nazi Camps,” by Shahan Russell, Auschwitz was opened in 1940 and is well known place for acrimony and mass number of casualties. Inside these camps was a great epitome of how many competed and fought for rations to survive. They were forced into labor for
The Armenian Genocide was the Muslim Ottoman Empire’s attempt to exterminate all of the Christian Armenians who were living in the Ottoman Empire in the early 1900s. Nationalism was rising and many nations wanted to become their own state: one of these nations included the Christian Armenians. The Ottoman’s then accused the nation of supporting Russia’s plans against the powerful empire. The Ottoman’s then slaughtered up to 1.2 million innocent Armenians. There is a current debate about whether the international countries had done enough to respond to the genocide occurring under the Ottoman Empire’s rule. Even though other nations, such as The United States, Germany, and Britain, had convincing excuses to not try to stop the Armenian Genocide.
Since as far back as the 1940’s, psychologists and philosophers had a theory that adults had particular ways in which they learned. Researchers believed that the practice and education should reflect these particulars in order to properly engage adults. This paper will go into the theory behind adult learning and a few influential people behind the theories. It will look at learner centered approaches to adult learning. This paper will also define the different learning styles as well as how to engage those learning styles. For the purpose of this paper an adult is defined as an individual in the age range of 18 or older, someone who has really started to experience life.
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
Throughout history and all over the world, there have been many crimes against humanity. Race and religion are two of the most common reasons for targeting a group of people. One example of racism leading to these crimes is the Armenian Genocide, also known as the Armenian massacres. From 1894- 1896, the Sultan of the Ottoman Empire, Abdul Hamid II, ordered a series of violent military operatio...
The Adult Learning Theories Essay assignment provides information on how learning takes place throughout different stages in life. The topic begin with how learning take place in humans, how one develops throughout various stages in life, the learning process, and blending adult learning and development experiences. The course content requires mastery because learning never ends once it begins at birth. The importance of knowing what is learned in each stage of life builds upon what is already learned which will lead to the next stage of development.
An adult’s willingness to learn is not related to his or her ability to learn.
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Dr. Radisson even begs the question: “Why would I want to empower [the students]” (Cronk 2014). When Josh dares to challenge Dr. Radisson, he represents not only a break in the regulated norms of educational society, but also a figurehead for authoritative revolution. This idea is further perpetuated when Radisson indulges Josh and allows him to take over the class for twenty minutes each period. Josh’s philosophy class not only watches as he stands up to the powers that be, but as Radisson submits, they see him defending against the totalitarian control successfully. It is scientifically supported through analysis of the “bystander effect” that once one person takes a radical action, others are likely to follow suit, if it is safe and logical to do so.
At one point or another in most everyone’s life, they have encountered positive and negative educational experiences. Most everyone I know can recall a favorite teacher that inspired them, as well as a teacher that they didn’t like so much, or maybe it wasn’t the teacher but the environment or delivery that makes educational experiences meaningful and memorable. I too have had these experiences, experiences where the teacher was sweet and kind, ones where the delivery was boring or energetic and ones where the environment created the mood for learning. All of these play into the educational experiences we have. It is the goal of this paper to reflect on an educational experience in which it was not conducive to the adult learner and compare that experience with Knowles’ Assumptions of Adult Learning. I hope to shed light on how adult education can move from the Traditional Learning Context, into the Andragogical context, meeting the needs of adult learners in today’s society.
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