Situated Cognition and learning Environments: Roles, Structures, and Implications for design
By Jeong-Im & Michael Hannafin
Situated cognition provides:
-meaning learning
-transfer of knowledge to real life situations
Purpose of the article:
-to examine the theoretical aspects of situated cognition
-to derive implications for the design of situated learning environments
Formal education Vs Situated Cognition and learning environments:
Formal education: skills and education differ from real life situation
emphasis on decontextualized contexts and learning outcomes
Implications for the design of situated learning environments:
Four aspects are addressed: the role of the content
the role of the context
the role of facilitation
the role of assessment
Principles of each framework
Framework |
|
The role of context |
Authenticity: coherent, meaningful and purposeful activities that represent the ordinary practises Transfer: situated learning environments are more likely to transfer to real-life problem solving |
The role of content |
Content diversity and transfer: concepts need to be represented via various conent; necessity to apply knowledge in various setting to discriminate similarities and differences among settings Cognitive apprenticeships: to provide the opportunities for the learners to internalize learning and develop self-monitoring and self-correcting skills. Anchored instruction: to create authentic, problem-rich environments that encourage exploration and diversity of perspectives |
The role of facilitation
The role of assessment |
self monitoring and self-correcting skills; encourage active learning and provide opportunities to internalize information; facilitation is less directive, more continuous, and highly interactive
Modelling
Problems and issues: in order to be useful in promoting higher thinking
skills, testing needs
|
Implications and conclusions
Situated cognition has several implications
for learning system design as well as teaching and learning process: