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Begum ozgur situatedlearning
 

Begum ozgur situatedlearning

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    Begum ozgur situatedlearning Begum ozgur situatedlearning Document Transcript

    • LESSON PLAN & ACTIVITY FOR “SITUATED LEARNING” By Ayşe Begüm Aydınol & Özgür Gültekin TE 546 Computer Teaching Methods 2 Bilkent University (2010 – 2011 Fall Semester)
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Lesson Plan for Situated Learning This lesson plan is prepared for university level of students in a medical science course who will experience real surgery environments later. The activities are prepared by the collaborative work of Medical Doctors and ICT Department of the university. After the lesson the students will be able to • Differentiate the difference between the patients’ physical conditions • State the predetermining factors before knee surgery • Recognize certain actions that should be done to prepare patients to knee surgery • Explain the functions of certain tools that are used in the knee surgery • Analyze the possible complications and situations in a real knee surgery • Synthesize the theories while implementing the knee surgery • Present their ideas in front of the class about the knee surgery • Evaluate his/her extent of knowledge, skills and understanding about knee surgery Teacher(s) Ayşe Begüm Date December 09, 2010 AYDINOL & Özgür GÜLTEKİN Subject Medical Science Topic Knee Surgery (Situated Learning) Class University level of Number of Pupils 12 students (2nd grade) Duration 40 minutes Place Computer Laboratory School (Imaginary) Cerrahpaşa Tıp Fakültesi Teaching Techniques • Question and Answer • Brainstorming • Hands-on Activity • Cognitive Apprenticeship • Self Evaluation • Discussion • Summary 2
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Lesson Activities, Resources and Materials Used and Time Allocation Time Teacher Activity Student Activity Resources & Materials 1 minute Greeting, defining Greeting and listening Screen, computer, learner profile and to the teacher(s) projector introduction of the topic 2 minutes Activating the students’ Remembering the last Screen, computer, schema by asking week’s topic and projector questions about the last answering the week’s topic questions 2 minutes Asking students to Understanding the Screen, computer, perform the intended activity, entering the projector, online activity from the intended website to simulation, website to practice a attend in the activity headphone knee surgery in a and using headphones simulated environment and reminding them to use headphones 15 minutes Monitoring students’ Performing the Screen, computer, progress in the activity intended activity by projector, online by walking around using the application in simulation, them, and giving the given website, and headphone feedback when asking questions to the necessary teacher(s) when necessary 5 minutes Asking students to state Explaining the points Screen, computer, the points that they that are understood projector, word have understood from from the hands-on processor the hands-on activity as activity in the a class discussion after discussion and seeing everyone has finished, the points that are and writing the points understood by the by using a word whole class from the processor to illustrate reflection of the word processor on the screen 1 minute Summarizing the Listening to the Screen, computer, general outcomes of the summary of the projector, word what has learned teacher(s) processor 2 minutes Asking questions about Answering to the Screen, computer, what situated learning questions of the projector, may be and guiding the teacher(s) by presentation tool students when brainstorming and necessary prediction 3
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 6 minutes Explaining what Following the Screen, computer, situated learning is by presentation of the projector, using PowerPoint teacher(s) to presentation tool presentation understand the situated learning topic 4 minutes Asking students what Trying to answer the Screen, computer, the role of ICT in questions of the projector, situated learning can be teacher(s) by thinking presentation tool and explaining this about the role of ICT in issue after the students’ situated learning and answers by continuing following the to the presentation presentation of the teacher(s) 2 minutes Summarizing the Listening to the Screen, computer, situated learning topic summary of the projector teacher(s) Useful Links and Resources for  http://www.learningandteaching.info/lea further studies and searches rning/situated.htm  http://en.wikipedia.org/wiki/Situated_lea rning  http://tip.psychology.org/lave.html  http://www.learning- theories.com/situated-learning-theory- lave.html  http://www.infed.org/biblio/learning- social.htm  Game-Like Learning: An example of Situated Learning and Implications for Opportunity to Learn, James Paul Gee. Follow-up Activity Going to a hospital and experiencing surgery Hands-on Activity (Situated Learning) In order to have situated learning technique in the class, the students need to study in the context. As a result, the website http://www.surgerygames.org/oyna.php?ID=106 has been added to the Moodle Page of the course so that the students can reach to an online ‘virtual knee surgery’ application. By this way, the students are able to learn within the context and learning occurs naturally. As the students actually apply their knowledge, they are able to construct their own understanding by making trials and errors, and seeing the result in return in a real life environment. Some screenshots are presented below to illustrate the procedures of the hands-on activity which promotes situated learning in the class: 4
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 1. Students entered to the website and wore their headphones provided by the teachers. 2. Students continued with performing the activity as if they were real doctors and they had a patient in the knee surgery. They firstly trained with making decisions on if the patient can undergo surgery or not. 5
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 3. Then, students continued with the diagnosing the right knee which needs surgery. 4. Then, students continued with the surgery process and learn how to conduct a real knee surgery as if they are in a hospital while being guided by instructive questions of the application. 6
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 7
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 8
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 9
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 10
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” 5. Finally, the students are asked a final question after completing the surgery. 6. And they exit from the website as they finished the activity. 11
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Evaluation of the Student Performance in Hands-on Activity The students are expected to perform a hands-on activity in the classroom settings. The rubric below is created to evaluate their performance in this activity while the teachers observe the students during this activity. Unsatisfactory Satisfactory Exemplary Score and 0 2 4 Comments Participation Does not Mostly Always to the activity participate to the participates to participates to activity and is the activity but the activity and interested in is sometimes is never other things distracted by distracted by other things other things Achievement Cannot achieve Mostly achieves Always without asking the activity the activity achieves the others/teacher without asking without asking activity without others/teacher others/teacher asking but sometimes others/teacher, needs help never needs help Quality of Gives random Mostly gives Always gives answers answers without meaningful meaningful thinking answers but answers and sometimes thinks critically gives random answers Time Can complete the Can complete Can complete management activity very late the activity a the activity and is behind the little bit late but right on time class too much is able to catch the class Sharing Does not share Shares Shares his/her points any points that some/simple much/detailed he/she learned points that points that from the activity he/she learned he/she learned from the from the activity activity Listening to Rarely listens to Generally Always listens 12
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” the others the other listens to the to the other members while other members members while they are sharing while they are they are sharing their own points sharing their their own points own points TOTAL: 13
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Situated Learning Presentation After the hands-on activity, which was given to the students so that they can experience what situated learning is, the teachers gave a presentation to explain situated learning concept. During the presentation, the teachers referred to the finished hands-on activity in order to state some tangible situated learning examples to the students. Also, the teachers asked questions and made them think about the situated learning concept critically as well as having interaction during the presentation. The presentation can be seen below: Situated Learning Ayşe Begüm Aydınol Özgür Gültekin TE 546 After the activity… 14
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Traditional ways…  Traditional learning activities involve abstract information  Theories, written format, memorization…  Traditional learning activities are in the classroom  In the break time, learners can socialize… PUFF! Situated Learning  Social  Collaboration and interaction  Authentic  Real life examples and experiences Situated Learning  Learning naturally occurs in Na ucc a real life context. S tu es ra s l  Learners become involved in a community of practice  Experience within the context, and see the beliefs in a tangible way  Naturally require intended skills and behaviors 15
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Situated Learning  Legitimate: all parties accept the position of unqualified people as potential members of the community of practice  Peripheral: learners firstly hang around on the edge of the important stuff, do the peripheral jobs, and gradually are assigned to more important ones Situated Learning  Participation: Learning by doing knowledge that they gain. Knowledge is situated within the practices of the community of practice, rather than something which exists in books What affects/promotes learning?  Activity + Context + Culture = Situation LEARNING 16
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” What is the role of ICT in Situated Learning? The role of ICT in Situated Learning  Situated learning is learning in a context by actually doing in the existing culture.  Sometimes, providing such a situation for tasks can be  Expensive  Time consuming  Dangerous… The role of ICT in Situated Learning AID: GAMES AND SIMULATIONS  Medical Science  Chemistry  Driving Safe experiments  Cooking No waste of cadaver No accidents 17
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” The role of ICT in Situated Learning AID: GAMES AND SIMULATIONS  Doctors, nurses, midwifes, scientists, cookers can be trained  Experiments can be conducted… Learners start as a novice, gradually become an expert As a result…  Learners can improve themselves in their professions with authentic tasks  Learners can learn from their errors and the effects in return  Learners can internalize the information rather than memorizing References  http://www.learningandteaching.info/learning/situate d.htm  http://en.wikipedia.org/wiki/Situated_learning  http://tip.psychology.org/lave.html  http://www.learning-theories.com/situated-learning- theory-lave.html  http://www.infed.org/biblio/learning-social.htm  Game-Like Learning: An example of Situated Learning and Implications for Opportunity to Learn, James Paul Gee. 18
    • 20503704 – 20503658 TE 546 – Computer Teaching Methods II aydinol, gultekin “Situated Learning” Summary In conclusion, ‘Situated Learning’ concept is firstly demonstrated by an activity which makes students to internalize this concept while experiencing it in a real life example. In this real life example, they experience how situated learning can be used as a good teaching-learning strategy and they see that ICT has a crucial role in such cases. In the provided case, students use a virtual knee surgery application as if they are in a real hospital condition and they are real doctors. By the use of ICT, the students do not need to physically go to the context but the context can be simulated in a much cheaper and easier way. While the time and cost decreases, the efficiency of learning increase as the applications are reusable and special for each user. As a result, situated learning is quite a beneficial approach on the teaching-learning processes. 19