Class 5 situated learning and communities of practice rev july 2015
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- Situated learning theory holds that knowledge is socially constructed through legitimate peripheral participation within a community of practice, not acquired individually. - There are four major premises: learning is situated in everyday actions; knowledge transfers only to similar situations; learning is a social process; and learning is inseparable from action. - A cognitive apprenticeship makes an expert's thinking visible and has learners take on authentic roles, tasks and problems to support learning through guided participation on the periphery of a community.
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This document summarizes key concepts from a chapter on motivation and learning in adult education. It discusses classical motivation theories, the concept of "flow" involving complete focus and engagement, and factors that influence motivation like autonomy, mastery and purpose. It also addresses minimizing instructor-generated cognitive load on learners and conditions for motivating learners, such as inclusion, building positive attitudes, meaning creation and demonstrating competence. Strategies are provided for instructors to enhance learner motivation through expertise, empathy, enthusiasm, clarity and respect.
Class 7 mind, body, and spirit
This document discusses various ways of knowing beyond rational or cognitive learning, including experiential learning, narrative learning, embodied learning, spiritual learning, and learning through emotions. It addresses topics like informal and incidental learning, reflective practice, communities of practice as sites of social and situated learning, and embodied and spiritual forms of learning. Learners are asked to consider the implications of these ideas and to share examples of how they engage students in reflective practice or embodied/spiritual learning.
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This document summarizes the key topics and agenda for a class session on transformative learning. It includes:
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This document discusses self-directed learning, defining it as a process where individuals take initiative to diagnose learning needs, form goals, identify resources, select strategies, and evaluate outcomes. It provides three definitions of self-directed learning and considers questions like whether adults are naturally self-directed and how readiness to learn depends on factors like life situation. Models of learner autonomy and readiness to learn are presented, showing progression from dependent to self-directed. The document notes residents paradoxically focused on knowledge deficits rather than reflection and saw clinical time as not for teaching.
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2) A discussion on developing a philosophy of practice as a medical educator.
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The document provides an agenda for a meeting that includes:
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2) Identifying competencies learners need for self-directed learning and which can be taught or selected in hiring.
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4) Reviewing models of readiness to learn and developing their own model for different learner levels in their setting.
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This document provides an agenda and overview for an instructional strategies course for teaching in medicine. It includes:
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3) Level 3 evaluates behavior change and skills application in work settings using methods like checklists and observations.
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This document discusses key concepts related to assessment, evaluation, measurement, and their purposes. It defines data, information, and knowledge, explaining how they relate. It then discusses how assessment applies to learners to determine their acquired skills and knowledge, while evaluation typically applies to programs to determine their merit. Measurement determines the attributes of what is being studied. The document provides examples of assessing learning versus assessing for learning. It emphasizes the importance of setting learning goals and using assessment to promote learning.
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- 1. Situated Learning and Communities of Practice ADLT 671 Summer 2015 Class Session 5
- 2. What are the implications for the idea that knowledge is socially constructed, not acquired, within your field of practice?
- 3. Situated Learning • Communities of practice • Legitimate peripheral participation • Situated learning, situated cognition, learning in situ • Cognitive apprenticeships • Tools and learning • Canonical practice • Inert knowledge vs. robust knowledge • Organizations as communities of communities
- 4. Four Major Premises • Learning is grounded in actions of everyday situations • Knowledge is acquired situationally and transfers only to similar situations • Learning is a social process • Learning is not separated from action
- 5. Unique Factors in Situated Learning • Students learn content through activities rather than by acquiring information as organized by instructors • Content is inherent in doing the task • Learning is dilemma-driven • Subject matter emerges from cues in the environment and from dialogue among the community
- 6. Content is embedded in … Context Community Participation
- 7. Traditional vs. Situated Learning • Formal • Retention of new knowledge • Teacher centered • Learning in individual mind • School activity • Deliberate • Acquiring info in discrete packages • Content-driven • Informal • Application of new knowledge • Participatory / community • Authentic situations • Unintentional (incidental) • Learning content through activity • Structure of learning implicit within the experience of how it is learned
- 8. What is a Community of Practice (CoPs)? In what CoPs do you belong?
- 9. Key Features - CoP • Informal, ever-changing membership • Movement from periphery of practice to full membership • Negotiated meanings unique to the community, with its own language and jargon • Particular sites of knowledge construction
- 10. Zone of Proximal Development What the learner can achieve with assistance Zone of Proxim al Developm ent Levelofchallenge Level of competence What the learner can currently achieve independentlyBoredomBoredom What the learner will be able to achieve with additional knowledge and experience AnxietyAnxiety Vygotsky, 1978 Scaffolding occurs through the support of the “more knowing” other
- 11. What’s a Cognitive Apprenticeship? • How can you make thinking visible to your learners? • What might be the benefits of doing so? • Brown and Duguid wrote about learners “stealing moves?” What moves would you want learners to “steal” from you?
- 12. Reflective Practice and the Work of Donald Schőn • Knowing in action • Reflecting in action • Reflecting on action
- 13. Questions to Consider • If knowledge is constructed in the action of performing in a practice situation, why didactics at all? – What would happen if the first day of medical/ dental/ nursing school started in the clinical setting? • Learners at the periphery of practice, doing small “bits” of the task as they learned the culture, norms, language, & behaviors of expert practice over time?
- 14. Questions to Consider • Transfer of knowledge from classroom to practice settings is always a concern for educators, and sufficient transfer rarely occurs. – How does the concept of legitimate peripheral participation (LPP) eliminate the concern with transfer of knowledge? – What are the implications of LPP for learning in clinical settings?
- 15. Questions to Consider • What are the tools of your practice that are taught to learners in the doing of a skill in your specialty? • What is the language of practice taught to learners– what norms, jargon, special meanings are unique to your practice? • How much of the learning that occurs in health professions education do you believe is socially acquired and socially constructed in community?
- 16. Questions to Consider • What challenges to the practice of medical education (dental / nursing education) are not addressed by the assertion that learning is deeply situated in practice and socially constructed in community?