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Context Based Adult Learning
This document discusses learning in context and situated cognition. It defines learning in context as paying attention to the interactions between people, tools, and the learning environment. Key theorists like Dewey and Wilson view learning as a social process shaped by its context. Situated cognition emphasizes that learning occurs through interactions within a sociocultural environment. Cognitive apprenticeships and communities of practice are discussed as applications of situated cognition, with cognitive apprenticeships using modeling, coaching, and other strategies to make an expert's thinking visible to learners.
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Context Based Adult Learning
- 1. CONTEXT BASED ADULT LEARNING CatherineA. Hansman PREPARED BY IQTIDAR UL HASSAN
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- 3. Definition Learning incontext is paying attention to the interaction and intersection among people, tools, and context within a learning situation.
- 4. Dewey “Social environment. . . is truly educative in the effects in the degree in which an individual shares or participates in some conjoint activity. By doing his (sic) share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skills, and is saturated with its emotional spirit”. (Dewey, 1916)
- 5. Wilson “learning isan everyday event that is social in nature because it occurs with other people; it is ‘tool dependent’ because the setting provides mechanisms (computers, maps, measuring cups) that aid, and more important, structure the cognitive process; and finally, it is the interaction with the setting itself in relation to its social and tool dependent nature that determines the learning”. (Wilson, 1993)
- 6. Previously Learning wasseen as something that happens inside the brain, separated from the experience and the context of the learning situation. Factory model of learning (Toffler, 1990). Knowledge is unchanging and transitive (Brown and Duguid, 1996, p. 49) Once learned, is then easily transported from the particular learning situation to different contexts in which the knowledge can be put to work (Brown, Collins, and Duguid, 1989).
- 7. But Merriam andCaffarella (1999) contend that Sociocultural models posit that learning is not something that happens, or is just inside the head, but instead is shaped by the context, culture, and tools in the learning situation. According to L. S. Vygotsky, all human activities take place in a cultural context with many levels of interactions, shared beliefs, values, knowledge, skills, structured relationships, and symbol systems. These interactions and activities are mediated through the use of tools, either technical (machines, computers, calculators) or psychological (language, counting, writing, and strategies for learning), provided by the culture.
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- 9. Definition The coreidea in situated cognition is that learning is inherently social in nature. The nature of the interactions among learners, the tools they use within these interactions, the activity itself, and the social context in which the activity takes place shape learning.
- 10. Experiential Learning andSituated Cognition There is a shade of difference between the two: Experiential learning emphasizes doing the task in order to learn it, and this “doing” may include self-directed learning activities. The learner may receive prior instruction before performing the task, then do the task on his or her own. Situated cognition emphasizes interaction between the learner and other learners and tools in a sociocultural context.
- 11. Lave, Wenger, Fenwick From a situated view, people learn as they participate and become intimately involved with a community or culture of learning, interacting with the community and learning to understand and participate in its history, assumptions, and cultural values and rules (Lave and Wenger, 1991, Fenwick, 2000).
- 12. Jacobson learning issituated in interactions among peripheral participants and full participants in a community of meaning. These interactions take place in the context of practice and are characterized by modeling of both mastery of practice and the process of gaining mastery (Jacobson, 1996, p. 23).
- 13. Application of theTheory of Situated Cognition Cognitive apprenticeships (Hyperlinked) Communities of practice
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- 15. Definition A modelof situated learning that aims to make the internal cognitive processes of the expert more apparent to the learner. Cognitive Apprenticeship differs from the ideas of a traditional apprenticeship by including more general information that is applicable to multiple settings.
- 16. Strategies Modeling Coaching Scaffolding Articulation Reflection Exploration
- 17. Modeling The expertdemonstrates the desired activity or thought process. Interactive technology is uniquely capable of modeling processes for students. A computer program may use different modalities to better characterize different thought processes Diagrams may be used to give an inside view of the body or other area that may be difficult to conceptualize. Allows the students to see the path to discovery rather than simply the end result (answer).
- 18. Coaching/Scaffolding Coaching: Guidingbehavior to attain a skill Allows for a teacher to assist an individual overcome his/her unique difficulties Degree of coaching fades as the learner becomes more proficient Scaffolding: Supporting the students as they learn the components of a skill.
- 19. Articulation Encouraging thelearners to verbalize their thoughts. Articulation allows information to be more readily accessible in the future Articulation may be elicited by encouraging students to teach others their new knowledge.
- 20. Reflection Encouraging thelearner to evaluate their actions/thoughts. May be elicited by: Replay Imitation Spatial reification
- 21. Exploration Self-directed problemsolving It is important to teach students how to make and test hypotheses
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- 23. Definition Communities ofpractice are self-organized and selected groups of people who share a common sense of purpose and a desire to learn and know what each other knows (Lave and Wenger, 1991; Brown and Gray, 1995; Brown and Duguid, 1996; Wenger, 1998).
- 24. IQTIDAR UL HASSAN Departmentof Leadership University of Memphis