1. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Situated Cognition Social Learning Theory Overview  Perspective  Motivations & background  Some key theorists (bruner, vygotsky, lave)  Instructional implications

2. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level 1. Perspective A perspective on human behavior that makes different assumptions than the behaviorist or cognitivist stance: the unit of analysis of human behavior is activity systems - relations among individuals and socially and physically organized environments

3. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Example One half of 3/4 of a cup of cottage cheese?

4. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level 2. Motivation Classroom learning: IN:OUT: Individual social cognition Mentation tool use Symbol manipulation contextualized reasoning Generalized learningsituation specific competencies

5. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Motivation (con’t) Failure of transfer Important role of context (environment, tools, social and cultural context, signs and symbols) in learning  cognition linked to social and cultural practices, tools, power, identity, and role relations  Knowledge as lived practice

6. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Example Bicycle riding? Car driving? What way do you turn the wheel when skid on ice to the right?

7. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Assumptions 3 bases of learning: Social bases - cultural practices, participation structures, identity and power Material/physical bases - artifact and tools, representational systems Cognitive bases - prior understandings, knowledge goals, emergent goals in activity Examples

8. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Jerome Bruner interaction between capabilities and culturally invented technologies anthropological-interpretive methods institutional forms (e.g., schools) by which culture is passed on Pioneered ‘spiral curriculum’

9. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level L. Vygotsky Russian trained developmental psychologist Marxian roots: use of tools in socially organized labor activities Action as mediated by tools and signs Learning as enculturation and internalization

10. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Vygotsky: “Every function in the cultural development of the child comes on the stage twice, in two respects: first in the social, later in the psychological, first in relations between people as an interpsychological category, afterwards within the child as an intrapsychological category...All higher psychological functions are internalized relationships of the social kind.”

11. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Learning as internalization External stage precedes internalization Learning takes place is socially and culturally shaped contexts Learning in zone of proximal development

12. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Jean Lave  Anthropologist who studied apprenticeship among tailors in Liberia, Africa  Also studied weight watcher dieters - ‘math in context’  Extended theoretical approach and methods to US schooling

13. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level 3. Situated Cognition/Learning Cognition is linked to social and cultural practices, tools, power and role relations Knowledge is culturally mediated and socially shared. Knowledge is distributed across people, tools, and communities of practice Activity structures focus on the growth of deep, collective knowledge Learning as legitimate participation in communities of practice

14. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Example Identify communities you participate in Identify your role/identity Identify your participation Identify common tools and language

15. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Communities of practice Learning as legitimate participation in communities of practice Trajectories: inbound; peripheral; insider; outbound; boundary Joint enterpriseShared repertoire Mutual engagement

16. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Social life of information Focus on ‘knower’, not information Knowledge and learning is hard to separate from practice Learning a practice entails becoming a member of COP (with attitudes and values), whereas traditional training isolates people from work practices

17. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Knowledge and Knowing Group Explicit Individual Tacit

24. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level 4. Implications for Instructional Design Constructivism, generally: Cognitive apprenticeship Spiral Curriculum Problem-based learning; authentic problems ‘On-the-job’ learning; learning-on-demand Discovery learning Supporting communities of learners (next)

25. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level A Community of Learning Possesses: 1. Diversity of expertise 2. Shared objectives on advancing knowledge 3. Emphasis on ‘learning how to learn’ 4. Mechanisms for sharing

26. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Critiques Situated Learning and Education (Anderson, Reder, & Simon, 1996) Rebuts these key claims:  Can we train by teaching at abstract or general level? Or can we only learn with concrete specifics?  Can we learn in an environment (class) different from the target, social world?  Can knowledge and skills transfer between tasks? (example next)

27. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Transfer example http://www.memory-key.com/StudySkills/expertise.htm

28. Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Click to edit Master title style  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level  Click to edit Master text styles  Second level  Third level  Fourth level  Fifth level Transfer example Suppose you are a doctor faced with a patient who has an inoperable stomach tumor. You have at your disposal rays that can destroy human tissue when directed with sufficient intensity. How can you use these rays to destroy the tumor without destroying the surrounding healthy tissue?

29. Know Answer Don’t Know Answer