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Situated Learning (situated + learning)
Selected AbstractsSituated Learning for an Innovation Economy: E-Commerce and Technology as a Mediator for Rural High School Students' Sense of Mastery and Self-EfficacyANTHROPOLOGY OF WORK REVIEW, Issue 2 2005Karen L. Michaelson Abstract Practitioners focusing on technology and workforce development reference the need to prepare individuals for an Innovation Economy. Yet innovation is socially constructed, as much social as it is technical. Observation of 160 high school students from very rural schools participating in a school-based e-commerce curriculum indicates that there are knowledge sets acquired through carefully constructed experiential learning that foster a context for innovation. This counters factors in the traditional education/workforce development system that impede the development of innovators, including a narrows skills-based focus and the demonization of failure. Situating innovation in historical context and in the lived experience of individual networks helps to understand the innovation process and provides a framework for the development of effective educational experiences. [source] Educating reflective systems developersINFORMATION SYSTEMS JOURNAL, Issue 2 2002Lars Mathiassen Abstract. Systems development research shows that practitioners seldom follow methods and that the competencies required for successful development of computer-based systems go well beyond those represented in contemporary methods. These insights make us question the role that methods should play in educating would-be developers. Pedagogical theories, such as situated learning and double-loop learning, complement these insights. Integrating the two, we argue that students need to complement the simplified accounts that methods express, with reflections on methods-in-use and on development practice in general. We present operationalizations of this idea in two quite different academic settings. Based on a retrospective analysis of our experiences in these settings, and a comparison and evaluation of the two approaches, we propose a number of lessons that can be used to improve the education of would-be developers. [source] "New" Mainstream SLA Theory: Expanded and EnrichedMODERN LANGUAGE JOURNAL, Issue 5 2007MERRILL SWAIN How have the ideas raised by Firth and Wagner (1997) influenced the construction of second language acquisition (SLA) theories? In this article, we take the position that prior to and since 1997, there was and has been a notable increase in SLA research and theory that prioritizes sociocultural and contextual factors in addition to acknowledging individual agency and multifaceted identities. This article focuses on 4 major influences on a growing body of SLA research: sociocultural theory of mind, situated learning, poststructural theories, and dialogism. We highlight aspects of these perspectives that have been used in SLA theory, and provide examples of research that illustrate the richness and complexity of constructs such as languaging, legitimate peripheral participation, subjectivity, and heteroglossia. These perspectives and constructs address Firth and Wagner's call for a reconceptualization of SLA by offering alternative understandings of language and language learning. [source] "New" Mainstream SLA Theory: Expanded and EnrichedMODERN LANGUAGE JOURNAL, Issue 2007MERRILL SWAIN How have the ideas raised by Firth and Wagner (1997) influenced the construction of second language acquisition (SLA) theories? In this article, we take the position that prior to and since 1997, there was and has been a notable increase in SLA research and theory that prioritizes sociocultural and contextual factors in addition to acknowledging individual agency and multifaceted identities. This article focuses on 4 major influences on a growing body of SLA research: sociocultural theory of mind, situated learning, poststructural theories, and dialogism. We highlight aspects of these perspectives that have been used in SLA theory, and provide examples of research that illustrate the richness and complexity of constructs such as languaging, legitimate peripheral participation, subjectivity, and heteroglossia. These perspectives and constructs address Firth and Wagner's call for a reconceptualization of SLA by offering alternative understandings of language and language learning. [source] Development pathways in learning to be a physiotherapistPHYSIOTHERAPY RESEARCH INTERNATIONAL, Issue 3 2006Ingrid Lindquist Abstract Background and Purpose.,Few studies have examined the experiences of students' professional socialization in physiotherapy. This international longitudinal study aimed to study experiences of situated learning and change in a student cohort during a physiotherapy education programme.,Method.,A phenomenographic design with semi-structured interviews was carried out with a cohort of physiotherapy students from two sites, strategically selected for variation in gender, age, educational background, work experience and academic level. Interviews were carried out after each of the first five semesters in the programme by a team of researchers. Seventy-six interviews explored students' learning experiences. Analysis identified the variation in experiences seen as important to becoming a physiotherapist.,Results.,Distinct perceptions of professional growth and progression are identified in four pathways of development: ,Reflecting on Practice'; ,Communicating with Others'; ,Performing Skills'; and ,Searching Evidence'. These pathways demonstrate qualitative differences in the focus of learning experiences and preferred learning context, and include learning in a context which supports reflection, learning as agreed by others in a context with patients and other professionals, learning physiotherapy skills in a practice context and learning formal knowledge in a context where theory can be linked with practice.,Conclusions.,In a cohort of students professional growth can be seen in a variety of development pathways. Each shows progress of professional growth in the ,what' as changes in experiences and the ,how' as ways of learning from them. In addition, the pattern of pathways in a cohort may change from one semester to another suggesting individuals may adopt different learning pathways throughout their education. Teaching staff are challenged to consider how they recognize a variation in development pathways in their student cohorts and how they purposefully ensure experiences to guide students through different learning pathways in socialization to become a physiotherapist. Copyright © 2006 John Wiley & Sons, Ltd. [source] Thinking about learning: Implications for principle-based professional educationTHE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 2 2002Dr. Karen V. Mann PhD Abstract The understanding of teaching and learning in medical education has increased to improve medical education at all levels. Selected approaches to understanding learning provide a basis for eliciting principles that may inform and guide educational practice. In this article, these approaches are discussed from two perspectives: the cognitive and the environmental. The cognitive perspective includes activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge. The environmental perspective includes the dynamic interaction of learners with their environment, observational learning, incentives and rewards in the environment, goal setting and self-monitoring, self-efficacy, and situated learning. Implications are presented for facilitation of effective learning and support of the learning environment throughout the continuum of medical education. [source] Transfer of training: A review and new insightsINTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS, Issue 4 2008Eddie W.L. Cheng Even successful training programs cannot guarantee that newly learned knowledge and skills will be transferred to the workplace. This has led to researchers' interests in understanding the transfer process. Notwithstanding that transfer issues have been studied for several decades, the recent emphasis on ,workplace learning', especially the so-called ,situated learning' approach, suggests that conventional training transfer research may be inadequate to understand the dynamics of performance improvement through training. Against this, the authors point to the increased policy emphasis on the development of transferable generic skills, which underscores the ongoing importance of training transfer. This review paper suggests that the role of trainees themselves has not been dealt with sufficiently in research, which leads to a new direction for studying the transfer of training. [source] Within and Beyond Communities of Practice: Making Sense of Learning Through Participation, Identity and Practice*JOURNAL OF MANAGEMENT STUDIES, Issue 3 2006Karen Handley abstract Situated learning theory offers a radical critique of cognitivist theories of learning, emphasizing the relational aspects of learning within communities of practice in contrast to the individualist assumptions of conventional theories. However, although many researchers have embraced the theoretical strength of situated learning theory, conceptual issues remain undeveloped in the literature. Roberts, for example, argues in this issue that the notion of ,communities of practice', a core concept in situated learning theory , is itself problematic. To complement her discussion, this paper explores the communities of practice concept from several perspectives. Firstly, we consider the perspective of the individual learner, and examine the processes which constitute ,situated learning'. Secondly, we consider the broader socio-cultural context in which communities of practice are embedded. We argue that the cultural richness of this broader context generates a fluidity and heterogeneity within and beyond communities. Finally, we argue that it is sometimes difficult to distinguish conceptually between the terms ,participation' and ,practice' because of occasional duplication of meaning. We propose, instead, a refinement of the definition to allow for greater conceptual clarity. [source] | ||||||||||||||||