This presentation is about situated cognition/learning

1. Situated
Cognition/Learning
Jean Lave

2. Situated Cognition/Learning Theory
Situated cognition/situated learning is a theory that
suggests learning is “naturally tied to authentic
activity, context, and culture” (Brown, Collins, &
Duguid, 1989). Also, this theory suggests that it is
more difficult to learn from un-natural activities. For
example, learning one’s first language or a foreign
language by immersion is widely held to be easier
than learning languages from textbooks and
vocabulary lists.

3. Situated learning Cont’d
Most learning occurs naturally through
activities, contexts, cultures
Schools too often abstract learning,
“unsituate” it, teach concepts removed
from natural contexts and applications
Situated examples include more
“apprentice-like” situations (e.g.,
sculpters, printers)

4. Characteristics of situated
learning
Provide authentic context that reflect the way
the knowledge will be used in real-life
Support collaborative construction of
knowledge
Provide coaching and scaffolding at critical
times
For more characteristics visit the following link:
http://www.ascilite.org.au/conferences/melbou
rne95/smtu/papers/herrington.pdf

5. Cognitive Apprenticeship
This is an important facet of situated
learning. cognitive apprenticeship is a
model of learning based on the situated
cognition theory. It provides practical
steps for applying situated cognition
theory.

6. Cognitive
Apprenticeship
Stages
Teacher considers expert-like
strategies involved in a task
Teacher designs scaffolds that
encourage students to apply the
strategies
The activities should be situated
or geared toward a relevant
outcome
Teacher models strategies and
coaches students to apply them
The cognitive apprenticeship model
consists of these stages. Teachers
must consider the expert-like
processes that are involved in a
difficult, professional task. Authentic
tasks are designed to lead students
into those processes and to engage in
effective strategies. The teacher
initially models the requisite
strategies, allows students to try them
independently, and coaches students
as needed.

7. Cognitive Apprenticeship
Stages Cont’d
Students are required to articulate
their reasoning or methods to
solve a problem
Students are encouraged to reflect
on and learn from others’
approaches
Teacher fades supports as
students
Apply their learning to personally
relevant problems
Students should be asked to
discuss and explain their
problem-solving processes or
strategies, and to compare
their processes to those of
others. As students gain
expertise, the teacher fades
their support and allows
students to tackle personally-
defined problems.

8. Example of Cognitive
Apprenticeship
Teachers model expert reading
strategies, coach students as they
attempt to employ them, then fade their
support. Students
critique and reflect on one another’s
summaries.

9. Impact of Technology on
Situated Learning
Situated learning occurs in a context
where actually doing things is the
dominant feature. While this is good for
students it can also be expensive, time
consuming and even dangerous.

10. Examples of Technology’s
impact
Doctors and pilots can be trained using
computer simulated environments
without the risk of endangering anyone's
life.
Experiments can also be conducted
safely; without the potential damage of
equipment or persons.

11. References
Lui, J. Su, Z. (2009, March 1). Situated Cognition/Learning Theory.
Retrieved from
http://etec.ctlt.ubc.ca/510wiki/Situated_Cognition/Learning_Theory
Situated Cognition & Cognitive Apprenticeships.(nd). Retrieved from
http://methodenpool.uni-koeln.de/apprenticeship/cog.pdf
Situated Cognition (Brown, Collins, & Duguid). (nd). Retrieved from
http://www.learning-theories.com/situated-cognition-brown-collins-
duguid.html
Herrington, J. Oliver, R. (nd). Critical Characteristics of Situated
Learning: Implications for the Instructional Design of Multimedia.
Retrieved from
http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/her
rington.pdf