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Presentation1
- 1. Welcome to Situated Learning Facilitated by Jacinta, Samantha and Antonelle
- 2. What is it? • On the job training and assessment • Contrast to most classroom learning environment's • Work experience for students
- 3. Learning theories • Meaningful for learners • Real life experience • Connection to real world and their learning
- 4. Why? • Introduces work place culture • Helps develop multi skilling • Exposure to industry contingences • Develops self confidence • Develops people skills in communication
- 5. mindful situated learning • Ohs • Trainer requirements • RTO/Assessor requirements • Student requirements • Evidence • Outcomes
- 6. How can it work? • Strong workplace relations/liasons • RTO and Industry participation • policies on procedures • Collection of evidence • Demonstration of competency • Reporting and recording • Evaluation • Feedback and continuous improvement
- 7. critical characteristics • · Provide authentic context that reflect the way the knowledge will be used in real-life; • · Provide authentic activities; • · Provide access to expert performances and the modelling of processes; • · Provide multiple roles and perspectives; • · Support collaborative construction of knowledge; • · Provide coaching and scaffolding at critical times; • · Promote reflection to enable abstractions to be formed; • · Promote articulation to enable tacit knowledge to be made explicit; • · Provide for integrated assessment of learning within the tasks
- 8. Situated learning in action!!! • Sam PowerPoint to copy and paste here
- 9. More action situated learning • Jacinta power point
- 10. Your Turn Yeahhhhhh Group 1 – Adam R, Aine, Barry, Deepa, Group 2 –Darren, Erica, Paul R, Brett, Nita Group 3 – Julie, Andrea, Justin, Mohammad Group 4- Stacey, Simon, Malcom, Paul D
Editor's Notes
- Welcome everybody to this introduction on Situated learning, for next hour or so Jacinta , Samantha and myself will be sharing with you information we have been researching along with our experiences on this learning approach. We will do this through a powerpoint presentation that will depict some key concepts to Situated Learning along with some visuals- examples of what this learning approach looks like in our particular environment which is hair and beauty, the footage will also show up student behavioural responses in this environment of which is essentially a peoples business. we work on people with people for people.
- Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a Community of practice.At its simplest, situated learning is learning that takes place in the same context in which it is applied.It is a work based training and assessment delivery method, this delivery caters for workplaces with strong training programs within their environment.The apprenticeship model that most of us a familiar with is an example of situated learning in conjunction with formal learning along side a registered training organisation......at this present time vic uni is implementing new models for situated learning, if u have heard the term Trade Apps this is a new model for situated learning that predominately focuses on work based training and assessment.The philosophy behind situated learning is that learning should not be viewed as simply the transmission of abstract and de contextualised knowledge from one individual to another, 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 practiceSimply said it creates real life experiences and the learning becomes more meaningful for students to connect to the real world with their learning.An example of this in our teaching environment that offers a contrast of classroom or simulated environments;, would be students learning to do consultations and say sculpting and design techniques on mannequins, the mannequins have real shaped heads and real hair, however the contingencies' are slightly different, the mannequin's dont have growth patterns on the heads and they can be a real nuisance when trying to get the hair to move in a certain direction and the growth wont allow it... Mannequin's dont talk cant tell u what they want, what they don't want ,show satisfaction or dissatisfaction, in fact they never complain, u could cut the skin on one and it wont even bleed............So the first time a student experiences these contrasts on real people, it propels their learning in a way that cannot be simulated int he classroom.
- This type of learning allows an individual (students/learner) to learn by socialization, visualization, and imitation. Learning begins with people trying to solve problems.[4] When learning is problem based, people explore real life situations to find answers, or to solve the problems.Hence, if my client is not happy with my service what communication skills do i need to manage this,how do i listen to what my clients needs are, how do i control hair that is wild..... How do i camouflage my clients patchy skin tone.......how the hell do i stop my client from bleeding to deathWhen students are in these real-life situations they are compelled to learnas they are learning socially and authentically , .[4]Situated learning emphasizes higher-order thinking processes rather than the acquisition of facts that can be independent of real scenarious....It takes real creativity in taking a problem-based learning approach to designing curriculum that carries students to a higher level of thinking!!!!!!!Retention of content is not the goal of learning.......... Because eventually our brain will forget things.... however, by placing content within the daily transactions of life the instructor, in dialogue with learners,negotiates the meaning of content, frames it in terms of the issues and concerns within the learners, provides opportunities for learners to cooperate in investigating problem situations, and makes content applicable to the ways in which learners will approach the environment. So application rather than retention becomes the mark of a successful instructional encounter. Hence the connection to the real world.. And their learning.
- 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 . Again i will reflect on the industryi know, in any one salon environment you have some 20 to 30 years of experience among staff members, the skill range is across multi competencies, giving any learner full exposure and opportunities to experience client interaction and technical application on the floor, in our industry how a operator relates to people will account for 80% of their success 20 % is attributed to their technical knowledge andin a classroom this learning outcome on a persons ability to relate to clients is almost completely missed.....hence no client people skills development....it can only be simulated through role-play and case studies. 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 create their own knowledge out of the raw materials of experience, for example:the relationships with other participants, the activities, the environmental cues, and the social organization . This in comparison to on the job training has its challenges and limitations it can often miss the objective.In any given industry there will be components of learning outcomes that face challenges for getting the learning across without an on the job experience curricullum in place
- Any Rto or educator/trainer undertaking the situated model for learning requires a strong model for ensuring compliance and mindfullness towards quality outcomes,In our industry we are currently getting a model of the ground that has a structure but is still developmental, Jacinta is the on job coordinator in our department and she is going to be able to offer more detailed information on how we are working this in a little while Jacinta is going to talk about this mindfullness and the challenges around that.......through her own experiences as the coordinator for Trade Apps but i will touch on some of the aspects in the next slide....... if it could be summed up mindful situated learning = Organisation and team work. Between the employer RTO and student
- While the theories that underpin the notion of situated learning are relatively easily explained,implementing these ideas in instructional settings can pose particular problems. There are many questions that are raised in terms of the nature and form of the instruction -when one attempts toconstruct learning environments that employ the principles and elements described by the proponentsof situated learning theories......Certainly relationships between RTO and industry are paramount to getting models off the ground, how RTO educate and support the industry in taking some leadership and interest in training the future of tomorrow. Employers initially can seem keen about the model but can quickly loose interest if they feel that there is too much work for them to do.....Policies and procedures ..... No body likes writing them but without them we have no guidelines, standards or set of rules that we all have to work withSystematic processes for using and collecting assessment tools again is very important for compliance and proper monitoring and measuring of student progressReporting and recording, this is always a challenge in the most capable RTOs, its my opinion that in our industry in particular this will be a huge problem and will require a massive effort by the RTO in ensuring, educating and monitoring industry to comply, hair designers dont like paperworkFor continuous improvement evaluations and feedback needs to be gathered and actioned.....hence a coordinator needs to drive it for it to work wellSo lets have a closer look at the critical characteristics that Situated learning must have for it to work well
- What are the critical characteristics of situated learning for instructional design?Many authors believe that useableknowledge is best gained in learning environments which feature the following characteristics. The learning environments will:· Provide authentic context that reflect the way the knowledge will be used in real-life;· Provide authentic activities;· Provide access to expert performances and the modelling of processes;· Provide multiple roles and perspectives;· Support collaborative construction of knowledge;· Provide coaching and scaffolding at critical times;· Promote reflection to enable abstractions to be formed;· Promote articulation to enable tacit knowledge to be made explicit;· Provide for integrated assessment of learning within the tasksThe greatest potential for situated learning exists for that last one integrated assessment, in our own department we have been working with integrated assessments for creating a holistic learning approach......this comes with difficulty when structured learning environments are built for specific learning tasks.....in the workplace holistic learning happens naturally as the environment naturally fits the learning.Im now going to handover to Sam who will show us a great example of the information we have been covering and following her presentation Jacinta will then share her great knowledge and some footage she has been putting together.So over to u sam and thankyou for listeningThanku Sam
- Sam to introduce
- Jacintas to introduce