SituatedLearning
 |
|---|
 |
 |
 |
 |
Situated learning is a theory of learning that asserts that learning is continuous and is specific to the context, activity or situation in which it is learned. Situated learning requires social interaction and collaboration with peers and experts. Situated Learning is rooted in Constructivist principles and is attributed to Jean Lave and Etienne Wenger.
Learning occurs when the learner is immersed in the culture of an authentic context or situation. The learner is an active participant in a community of practice, using vocabulary and tools in the manner as modeled by an expert. The learner acts as a cognitive apprentice and is guided by observation and participation of authentic tasks. By working closely with and among experts, the learner will eventually acquire the behaviors, skills and beliefs associated with expert knowledge. Learners engage in authentic practices of the community and over time, will construct an identity of an expert.
References
-
Brown, J. S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. Available online: http://edr.sagepub.com/content/18/1/32
-
Smith, M. K. (2003, 2009) ‘Jean Lave, Etienne Wenger and communities of practice’, the encyclopedia of informal education, Available online: http://www.infed.org/biblio/communities_of_practice.htm.
"Situated learning activity is transformed into legitimate participation in communities of practice.”
University of Wisconsin-Madison: Engage Program
Examples of Situated Online Learning
Overview of Situated Learning
Jewish Time Jump
https://www.youtube.com/watch?v=pitpJvD9l5A
In this place-based geo-locative Augmented Reality game, players travel back in time to the early 1900s in Greenwich Village to uncover a story in Jewish and American history that has been lost to time. The game and interactive story takes the form of a situated documentary, and runs on the ARIS platform for iPhone and iPad. Design rationale for Jewish Time Jump incorporates theory and design-based research in Jewish education, history education, place-based learning, studies in religion, culture, and media, and mLearning. The game centers on the events of the Uprising of 20,000, a garment workers’ strike in which a number of young Jewish women were among those who lead 20,000 shirtwaist workers out into the streets. On their quest to uncover stories, players gather multiple perspectives on the ground from digital characters and events, while gathering clues through historical artifacts including newspapers of the time, (with Yiddish translation) and various artifacts.
Source: Games for Change (http://www.gamesforchange.org/)
Global Conflicts
http://vimeo.com/seriousgamesinteractive/review/80263740/3935c1fbec
In Global Conflicts, learners perceive the world through the eyes of a journalist who is attempting to find the best possible story. In Global Conflicts, you are brought closer to a series of problems that are occurring across the world yet, these problems are far from the everyday that the students traditionally witness. Teams interact with individuals who are greatly affected by these conflicts. You are forced to navigate a virtual chaotic world, in which there is no one truth. The games challenge the way you perceive conflicts and society while encouraging them to analyze and relate to international issues, such as globalization, corruption, democracy and human rights.
Source: Serious Games Interactive (http://www.seriousgames.net)
Civic Mirror
http://civicmirror.com/about/overview/
For progressive social studies educators who want to actively engage their students in learning about government, law, economics, or citizenship, the Civic Mirror brings these subjects to life both in class and online.Unlike traditional textbook and lecture learning, this simulation-based education program challenges students to become citizens of their own nation, making learning exciting and meaningful and providing an experience they will never forget.
Source: The Civic Mirror (http://civicmirror.com/)
Forestia
http://www.gameforscience.com/forestia/
Players are called upon to do forest inventories, use multipurpose tree fellers, fight terrible forest fires, and protect a section of the forest that contains a rare ecosystem. FORESTIA is a powerful and interactive communications tool that helps a range of partners achieve their communications and educational goals by teaching about sustainable development issues and by stimulating young peoples’ interest in jobs and careers in this sector.
Source: Creo (http://www.creo.ca/en/)
Hotel and Restaurant Management Simulation
http://www.youtube.com/watch?v=mxTySiGAF4M
The participants run their hotel and restaurant operations in competition with other teams. They can try and practice with different scenarios as well as analyze the outcomes of their decisions and projections. For each round, the simulation generates a range of detailed reports that help the teams to analyze and benchmark their performance against their competitors. Financial results are reported according to the Uniform System of Accounts for Restaurants and for the Lodging Industry.
Source: Cesim Oy (http://www.cesim.com)