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Enhancing Learning Through Situated Cognition

Learn how situated cognition enhances knowledge by engaging in real-world tasks, solving problems authentically, and fostering collaboration in learning communities. Assess learning through portfolios and diagnostic methods. Discover the benefits of connecting new information to familiar concepts.

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Enhancing Learning Through Situated Cognition

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Presentation Transcript

  1. Applying Situated Cognition (about 9 min)

  2. Applying Situated Cognition • Cognitive Apprenticeships = learn about an area of knowledge by engaging self in the culture surrounding the use of that knowledge • Authentic tasks with the goal of applying knowledge obtained beyond the learning situation (e.g., internships, student teaching) • Aren’t necessarily ever “finished” learning • Disadvantages could include: • Level of skills acquired • Conflict in rigor of learning situation and actual practice • Lack of reflective opportunities

  3. Applying Situated Cognition, cont. • Anchored Instruction (Ausubel) • Problem solving in authentic contexts • Driscoll text described Vanderbilt research group, who developed videos with situation-based problem solving examples • What would be an especially important element in using these videos, with respect to info discussed in schema theory presentation?

  4. Applying Situated Cognition, cont. • Learning Communities • Teachers and students are collaborators, with a common goal • Everyone contributes, everyone is held accountable • Learning is no longer an individual activity

  5. Assessing Situated Cognition • Should reflect desired applications of relevant knowledge • Can you use “normal” (formal) assessments? • McLellan’s / Collins’ recommendations: • Diagnosis • Summary Statistics • Portfolio

  6. Benefits of Situated Cognition • Starts out with a familiar activity: • Connects new info to familiar info (schema theory) • Validates students’ implicit knowledge about a topic • There are multiple “right” approaches and solutions to problem solving • Through involvement in the discovery process, students acquire “tools” in ways that are conducive to them and in realistic contexts

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