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People and Learning Retention in Line with Bloom's Taxonomy

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People and Learning Retention in Line with Bloom's Taxonomy

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Prezi

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Natalie Lett, Mike Snook Situated Learning Theory ` Etienne Wenger Jean Lave The Founders: In the worlds of Etienne... Learning Design & Technology: Theories/Models Importance of Community Old Proverb where blind men try to learn what an elephant is like. All the men think it is something else depending on part they touch.

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The Quintessential Of The Situated Cognition Theory And Its Application in eLearning Course Design

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The Quintessential Of The Situated Cognition Theory And Its Application in eLearning Course Design

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E-learning Industry

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Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model

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Instructional Design Models And Theories: The Situated Cognition Theory And The Cognitive Apprenticeship Model. The Situated Cognition Theory!

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4 ways to apply situational learning theory

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4 ways to apply situational learning theory

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Origin Learning Blog - E learning solutions | LMS | Mobile Learning

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What is the Situated Learning Theory?

Situated learning, simply put, is learning that takes place in the same context in which it is applied. It was first proposed by Jean Lave and Etienne Wenger as a model of learning in among group of people who share a craft and/or a profession, i.e., a community of practice.The basic tenet of the theory is that abstract knowledge usually given in the classroom is harder to retain. Real learning happens only when it is contextual - meaning, when students can directly apply it in authentic activities, contexts and cultures. For example, an electrical mechanic may have a far deeper understanding of electrical circuits than an engineering student who mostly has theoretical knowledge and some practical understanding of how electrical circuits work. This is because in the former case, the learner directly sees the benefits (when he achieves success) and outcomes (when he makes a mistake)of his learning process.

Situated learning environments place students in learning situations where they are actively immersed in an activity while using problem-solving (critical thinking) skills. These opportunities should involve a social community which replicates real world situations. In the end, the situated learning experience should encourage students to tap their prior knowledge and to challenge others in their community. Some of the ways to apply this theory are:
Group Activities
Field trips where students actively participate in an unfamiliar environment, accommodative education and practical experiences in which students are engrossed and physically involved in an actual work environment, music and sports practice which imitate real setting of these events, e.g., orchestras, studios, training facilities, laboratories and child-care centers used as classrooms in which students are put to work in situations that replicate actual work settings and illustrate scenarios where students are actively involved in finding solutions to real world problems. As the theory suggests, the student is "situated" in the learning process and knowledge acquisition becomes a part of the learning activity, its context, and the "culture in which it is developed and used".
Role Playing
Learning happens through the actions involved in everyday situations where employees have to play certain roles - a sales representative, a marketing expert, the operations manager, an HR executive and so on. Knowledge is acquired contextually and is transferred only to similar situations. Therefore it is important to indulge them in role-playing situations that will engage the learners in complex, realistic, problem-centered activities and provide support in acquiring the desired knowledge. To do this, one must recast their role from a teacher to a facilitator. It is important to track progress, assess products produced by learners, build collaborative learning environments, encourage reflection, and help them become more aware of contextual hints to aid understanding and transference.
Scenario Based Learning
Learning is not separated from the world of action but exists in robust, complex, social environments made up of actors, actions, and situations.Therefore facilitators must work on providing scenarios for new learners, knowing the type and intensity of guidance necessary to help learners master these situations. As learners acquire additional skills, less support will be needed. But assessment of the intellectual growth of the individual and the group of learners the individual is a part of through discussion, reflection, and evaluation is necessary.
Using Technology
Information and facts that are hard to retain when they are drilled out of any meaningful context and are learned much more effortlessly when learners are acquiring them as part of a game or through social media such as blogs or micro blogs. Social networks like Facebook, Twitter and Ning allow learners, once they have moved beyond personal connections, to embrace a community where they can learn from each other. Social interactions play a significant role in the learning process. The contextual understanding thus gained not only allows them to understand concepts better but also helps them learn from peers about how to apply them.

As Eduard Lindeman argued many years ago, learning is part of daily living. Problem solving and learning from experience are central processes, which is why educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action. The above are fascinating ideas for exploration and, to some significant extent, take informal educators in a completely different direction to the prevailing pressure towards accreditation and formalization.

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4 Ways to Apply the Situated Learning Theory - Origin Learning Blog - E learning solutions | LMS | Mobile Learning

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What is the Situated Learning Theory? Situated learning, simply put, is learning that takes place in the same context in which it is applied. It was first proposed by Jean Lave and Etienne Wenger as a model of learning in among group of people who share a craft and/or a profession, i.e., a community of ...

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Constructivist Article

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Staff development experts have been tracking teacher adaptation as technology has moved into classrooms. Technology is transforming education unlike any trend that has preceded it -- but how do educators take such revolutionary tools and use them to optimize learning? Included: A real-world model for teachers adapting technology to the classroom

Technology is transforming education. Teachers have access to more information, more ways to interact and collaborate, and more approaches to instruction than ever before. Technology can enable teachers to accommodate a variety of orientations to learning, track student progress, remediate struggling students, and challenge advanced learners. Traditional barriers no longer restrain educators from meeting the needs of every child.

And children are reaping the benefits of the digital explosion!

Combine the boom in instructional technology and the trend of constructivism and you have a potent mixture. Through this alchemy we are witnessing professionals who use technology in constructivist ways -- techno-constructivists!

A FOUR-STAGE MODEL

Connected University's Scott Noon offers a framework for considering the stages of teacher assimilation to new technologies. His model is based on his active participation in teacher technology training. That model identifies four stages of teacher technology efficacy:

Stage 1: Preliterate end users -- These teachers have no experience with computers and other technologies. Either they have never had the chance to be trained or they simply are not interested in becoming literate. The challenge is to help such teachers see the benefits technology can offer them: more efficient use of time, more easily managed tasks, less bulky paperwork, differentiation of instruction, ease of record keeping.

Stage 2: Software technicians -- These teachers have begun to use common applications for their own personal use. They may search and surf the Web, keep in touch with family and friends using e-mail, use a word processing application for letters and forms, and chat online. Teachers at this level are ready to be introduced to the notion that computers can serve useful purposes in the classroom setting when technology is integrated into the curriculum.

Stage 3: Electronic traditionalists -- These teachers are proficient in using technology in the classroom. The implementation, however, is an extension of traditional classroom functions: digital lesson plans, electronic grade books, drill and practice software, tests, quizzes, and tutorials. The emphasis is to assist such teachers in seeing new possibilities in the classroom: online projects, virtual field trips, distance learning, Webquests, and much more.

Stage 4: Techno-constructivists --These are the teachers who integrate technology into the curriculum so that it not only complements instruction but redefines it. The true techno-constructivists have come through the previous three stages and have realized the full potential of technology to help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.

QUESTION YOUR ASSUMPTIONS

"Technology does not necessarily improve education. It could become a valuable education tool, but only if we use it to capitalize on our new understanding of how the human mind works." -- Shirley Veenema and Howard Gardner, Multimedia and Multiple Intelligences

In order to begin this journey, teachers must first question their assumptions about children and learning. What was true 50 years ago at the height of the industrial age may no longer be viable today.

Here are some questions to reflect upon:

Do all children learn the same way?

What do we know about the way the brain processes information?

How have the physical limitations of the traditional classroom impacted our instructional choices in the past?

How does technology remove the barriers of time, space, and cost that traditionally existed for teachers and students?

What workforce skills will children need in the 21st century?

Which skills are holdovers from the industrial age and are not pertinent today?

What are you willing to rethink?

What beliefs do you hold onto with fearless conviction?

There has been a groundswell of brain research over the last 30 years. The medical and educational communities, once disparate professions, now have common ground in addressing the physiological evidence for human cognition. Experts once made assumptions based on observable overt human behavior; now experts base their conclusions on specific centers of the brain and the neurological paths information takes to arrive there. The Encyclopedia of the Cognitive Sciences documents these newfound discoveries for us. With that information, we can reconsider many long held assumptions about instruction, learning, and assessment.

A large proportion of the jobs available in the workforce are related to the acquisition and manipulation of digital knowledge. Workers need to be able to access information, evaluate it for its worth, use it in creative ways, and be flexible enough to change their work product as the information changes. These jobs will go unfilled if this need is not addressed today in the schools. The time is now.

Once a teacher immerses himself or herself in technology and accepts the knowledge of human cognition and the needs of the future information economy, the remaining questions are the most vital: What are you willing to rethink and what do you need to hold onto with fierce conviction? The answers will vary for each teacher based on his or her own experiences, for teachers -- like everyone else -- need to build their own meanings and create a framework that will work for them.

Once they have answers to those questions, though, teachers are ready to meet the information age on their own terms.

THE TECHNO-CONSTRUCTIVIST IN ACTION

Should all teachers aspire to becoming techno-constructivists? Yes, most definitely. In the ongoing dialogue on public education, teachers have no greater tool of empowerment and efficacy than technology used constructively with students.

But what does the techno-constructivist teacher look like?

There is no one concise answer. Techno-constructivists are as many and as varied as the assortment of whole language teachers or effective school models we have seen over the last 20 years. But here are wonderful examples of the kinds of activities techno-constructivists undertake in their classrooms:

More than anything else, techno-constructivists willing allow their students to completely immerse themselves in the affordances of technology. They allow their students to see the connections they can make using electronic mail, Web sites, multi-user environments, databases, spreadsheets, publishers, word processors, and more, and they support them and help them successfully complete their tasks.

BEGIN THE JOURNEY

"Childhood is a journey, not a race." -- Society for Developmental Education

More than anything else, becoming a techno-constructivist is an attitude. It is the ability to open up to the new possibilities presented in this age of wonder. No matter what stage of life we are in, let us begin the journey. We will not all start at the same point, nor will we all finish at the same place. But together we can embrace the technological revolution to truly benefit all members of our society.

Recall the educational pioneers of the past. How would they react to the advances in this day and age? Would they question the worth of technology and shun its potential or take the challenge and try to harness what it has to offer for the benefit of everyone concerned? Question your long-held assumptions. Slowly work your way through the four stages identified by Scott Noon, and be patient with yourself! Evolve as an educator by transforming your experiences with children from the mundane to the magnificent! Let the journey begin.

"Let others praise ancient times; I am glad I was born in these." -- Ovid

ADDITIONAL ONLINE RESOURCES

Tammy's Tech Tips for Teachers At this site, you'll find lots of practical tips for classroom management, online projects, electronic portfolios, Internet navigation, technology workshops, and much more.

Related Articles from Education World

Article by Walter McKenzie
Education World®
Copyright © 2000 Education World

Updated 05/07/2012

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Staff development experts have been tracking teacher adaptation as technology has moved into classrooms. Technology is transforming education unlike any trend that has preceded it -- but how do educators take such revolutionary tools and use them to optimize learning? Included: A real-world model for teachers adapting technology to the classroom Technology is transforming education.

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