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R695 Development of 
Situated Learning Environments |
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Spring 1998 |
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The following sections are available:
Course Objectives
Course Requirements
Assignment Details
Required Texts
Weekly Topic Outline
Expectations
Reading List
Instructional Objectives
This course is designed to review and analyze in detail theories and research
on situated cognition. Situated Cognition is a recent term for a family
of research efforts that explain cognition, including problem solving,
sense making, understanding, transfer of learning, creativity, etc., in
terms of the relationship between learners and the properties of specific
environments (affordances). The emphasis of research on situated cognition
is to study realistic complex "situated" learning, problem solving and
thinking. A contrast can be made with schema theories in which knowledge
is considered to be solely contained within the learner (represented in
memory as schemata or mental models), and with behaviorist theories in
which cognition plays a less central role. The works of major theorists
will be reviewed and discussed.
Consistent with the theory, discussion will be "situated" in a realistic
project designed to apply the concepts of the theory to instruction through
technology. Upon completion of this course students should have acquired
knowledge on two fronts, the content domain of situated cognition research
and its application to real learning problems. Students will be expected
to undertake a situated cognition design project and to construct a research
proposal that would test the theory in the context of this project. The
course will be organized around the following instructional objectives:
Students will be able to:
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identify the major theories and issues of Situated Cognition
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identify the themes of situated learning with citations
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develop and design research on issues of Situated Learning
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identify issues of assessment for Situated Learning
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Course Requirements
(Seminar Format):
Applied Project 20%
Conference Proposal 15%
Symposium Presentation 15%
In-Class Reading Presentations 25%
Oral Exam 25%
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Details of Class Assignments:
Project, Proposal, and Presentation
Project (20%) and Proposal (15%) and Presentation (15%)==> (50%)
This project is to be completed individually or in small groups, depending
on class size. The project will involve the construction of a situated
learning task or environment using the computer (possibly interactive video),
or a real world learning activity with appropriate assessment. The learning
task should be a situation that affords opportunities for learning in some
academic domain. Issues of expert/novice cognitive apprenticeship, authenticity
of the learning environment, scaffolding, and anchored instruction should
be addressed. This learning environment should serve as the experimental
material for a research design/proposal regarding the nature of situated
learning. The attributes of the environment should take advantage of the
theoretical approaches to situated cognition discussed in class. Grading
will be based on the design of the environment, its implementation with
technology or in the real world, and on its connection to the theoretical
framework of situated learning. You will be expected to write a proposal,
appropriate for a conference (e.g., AECT, AERA) based on this project.
Further, we will have a in-class symposium in which you will be expected
to present your project. This presentation will provide you with an opportunity
to summarize and demonstrate your project. You will be held to 15 minutes
and it is scheduled for early March--so practice up on your presentation
skills.
Class Presentation of Readings
(25%)
Each student will be required to present in-class 4 (or so) papers
from the list of readings. Limited selection from among these papers will
be possible. The presentation should not exceed 20 minutes and should include:
a detailed summary of the article, an example application or implication
of the work, and comments/analysis. Performance will be assessed on these
criteria as well as the ability to answer questions and handle in-class
discussion on the topic.
Oral Exam
(25%)
I currently envision this as a comprehensive oral examination addressing
one or more issues related to situated learning as covered by the readings.
You will enter a dialogue with a group of faculty members (potentially
composed of Hay, Bonk, Duffy, Barab, Cunningham) intended to demonstrate
your understanding of the articles and issues related to situated cognition.
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Texts:
Dewey, J. (1938,1963). Experience & Education, New York: Collier Macmillan.
ISBN# 0-02-013660-9
Kirshner, D. & Whitson, J. A. (1997) Situated Cognition: Social,
semiotic, and psychological perspectives. Mahwah, NJ: Erlbaum (ISBN#
0-8058-2038-8).
Lave, J. & Wenger (1990). Situated Learning: Legitimate Peripheral
Practice. New York: Cambridge U. Press. ISBN# 0-521-42374-0
Reading List
Online Resources:
At the U. of Michigan.
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Weekly Topic Outline
Week 1: (Jan 13)
Introduction to Sit Cog, Expectation, and Course design. My interests.
Journey to Cedar Creek.
Week 2: (Jan 20)
Brown,
Collins, & Duguid (1989). - Situated Cognition
Collins, Brown & Newman (1989). - Cognitive Apprenticeship
Greeno (1989). - Perspective on Thinking
Cognition & Technology Group (1990). - Anchored Instruction
Week 3: (Jan 27)
Cognition &
Technology Group (1992). - The Jasper Series ...
Cognition &
Technology Group (1993). - Anchored Instruction Revisited
Bransford et al (1991). - Reflections on making a difference in thinking
Lave Book (chapters 1 and 2)
Week 4: (Feb 3)
Lave (1988). - The Practice of Learning
Kirshner (1996). - (chapters 2, 3).
Schoenfeld (1988) - Problem Solving in Context
Week 5: (Feb 10)
Bredo (1994). - Reconstructing EPSY.
Lave & Wenger (1991). - (chapters 3 and 4)
Bransford et al. (1989). - Wisdom Can't be Told
Week 6: (Feb 17)
Whitehead (1929). - Aims of Education
Perkins & Salomon (1989). - Are Cognitive Skills Context-Bound?
Salomon, Perkins, & Globerson (1991). Partners in Cognition
Choi & Hannafin (1995). - Situated Cognition,...Instructional Design
Week 7: (Feb 24)
Perfetto, Brandsford, & Franks (1983). - Constraints on Acess
Greeno (1989). - Mathematical Thinking in Classrooms and Other ...
Kirshner (1996). - (Chapter 11)
Week 8: (Mar 3)
Griffin (1995). - Can't Get There From Here
Young (1993). - Instructional Design for Situated Learning
Young & McNeese (1995). - Situated Cognition Approach to Problem
Solving
McLellan (1993). - Evaluation in a Situated Learning Envirornment
Week 9: (March 10)
Project Prelim proposals- discussion
Prawat (1995). - Misreading Dewey
Dewey - Experience and Education
Week 10: (March 17)
Summer Break
Week 11: (March 24)
Cognitive Science (1993). - Special Issue: Situated Action.
Roschelle & Clancey (1992). - Learning as Social and Neural
Slezak (1992). - Situated Cognition: Paradigm Shift
Proposal Draft (complete)
Week 12: (March 31)
Anderson, Reder, & Simon (1996). - Situated Learning and Education
Greeno (1996). - On Claims that Answer the Wrong Questions
Shannon (1988). - Semantic Representation of Meaning: A critique
Derry (1992). - Beyond Symbol Processing
Week 12: (Apr 7)
Roth & Bowen (1995). - Knowing and Interacting
Roth (1996). - Where is Context?
Roth (1996). - Knowledge Diffusion
Week 13: (Apr 14 - note AERA)
Young, Kulikowich, & Barab (1997). - Unit of Analysis for Situated
Assessment
Shaw, Effken, Fajen, Garrett, & Morris (1997). - Ecological Approach
to On-Line Assessment
Kirshner (1996). - (Chapters 8 and 10)
Week 14: (Apr 21)
Reed (1991). - Cognition as the Cooperative Appropriation of Affordances
Kirshner (1996). - (Chapter 12)
Turvey & Shaw (1995 - Toward an Ecological Physics
Barab, Julkowski, Swenson, Garrett, & Shaw (1998). - Ecologizing
the Learner-Facilitator System
Week 15: (April 28)
Seminar Presentations
Proposal Final Draft Due
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Expectations
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Everyone will do the readings consistently.
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Everyone will contribute to in-class discussions.
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Seminar format means we are all teachers as well as students- collaboration
in encouraged on any and all work, except the final exam.
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You will use the project time alloted in class productively.
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You will have fun exploring these ideas!
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