R695 In-Situ 
Research Methods

 
Tue. 9:00 to 12:00, ED 2275 
Instructor: Sasha Barab, Ph.D.
sbarab@indiana.Edu
(812) 856-8462
Room 2232 School of Education
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, particularly research methods, on situated cognition. Situative and distributed theories of cognition increasingly are being proposed as alternatives to the traditional individualist (claustrophobic) notion offered by cognitive psychology.  From the situated perspective "knowledge," perhaps more aptly termed "knowing about," is conceptualized as a process distributed across the knower, the environment in which knowing occurs, and the activity through which the learner is participating -- a dynamic unfolding cycle of perception-action.  How one begins to capture learning and the potential of a learning context to support this practice is the focus of this course.  This course will focus on the reading of a selection of currently active researchers of situated cognition whom offer research methods for capturing cognition in situ within the context of learning environments intentionally designed to support learning.

The purpose of the course is twofold: to highlight the diversity of approach of these researchers; and to begin to thematize commonalties and differences in theoretical assumptions and methods with respect to situated theories of what it means to know and learn.  To this end, course participants will examine a collection of articles and focus class discussions and assignments around theoretical assumptions, research foci, and particular methods employed to capture cognition conceived as situated.  Consistent with the theory, discussions and assignments will be "situated" in realistic projects designed to apply the methods being discussed. Upon completion of this course students should have acquired knowledge on two front
 

  • the content domain of situated cognition and
  • methods for carrying out research predicated on situated assumptions


    • [Return to TOP]

    Course Requirements

    (Seminar Format):
    In-Class Reading Presentations 10%
    Conference Proposal 20%
    Conference Review of 3 Proposals 10%
    Conference Paper Feedback 10%
    Final Conference Paper 35%
    Conference Presentation 15%

    [Return to TOP]

    Details of Class Assignments:

    Proposal, Presentation, and Final Paper

    Conference Prop. (20%), Presentation (15%), and Conference Paper (35%) ==> (70%)
    This project is to be completed individually or in small groups, depending on class size. The project will involve the proposal and completion of a research task for capturing cognition in situ. The research task should involve the analysis of learning situated in an environment intentionally designed to support learning. The attributes of the research should take advantage of the theoretical approaches to situated cognition discussed in class. Specifically, the research should take into consideration what the unit of analysis is from the perspective of situated cognition and should be targeted towards capturing knowing-in-the-making, not ready-made knowledge. You will be expected to write a proposal, appropriate for a conference (e.g., AECT, AERA), as well as a final paper. Further, we will have a in-class symposium in which you will be expected to present your research to class members and invited participants. You will be held to 15 minutes and it is scheduled for the last two weeks of class--so practice up on your presentation skills. Grading will be based on the soundness of the research (including issues of credibility and trustworthiness), the quality of the writing and of the presentation, and its connection to the theoretical framework of situated learning.

    Class Presentation of Readings

    Solo Presentation (6%) and Group Presentation (4%) ==> (10%)
    Each student will be required to present in-class 2 papers or books from the list of readings. One presentation will be solo while the other should be with one or more classmates. 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.

    Review of Colleagues Work

    3 Conference Proposal Reviews (10%) and Conference Paper Feedback (10%)
    You will be expected to review 3 of your classmates' conference proposals using AERA guidelines. In addition, you will be expected to critique and offer suggestions to one of your colleague's final papers.

    [Return to TOP]

    Texts:

    Latour, B. (1987). Science in Action: How to Follow Scientists and Engineers Through Society. Cambridge, MA: Harvard University Press. (ISBN# 0-674-79291-2).

    Wertsch, J. (1998). Mind as Action. New York: Oxford University Press. (ISBN# 0-19-511753-0).

    Recommended: Lave, J. & Wenger (1990). Situated Learning: Legitimate Peripheral Practice. New York: Cambridge U. Press. (ISBN # 0-521-42374-0 )  (Lave Book (chapters 1 and 2) link by Kearsley's TIP database)

    Reading List

    [Return to TOP]

    Weekly Topic Outline

     
    Week
    Date
    Readings 
    Assignments
    Topics
    1 Jan.
    11    		     Introduction to Sit Cog, Expectation and Course design, Curt Bonk. My interest. Jasper Episode.
    2 18 Greeno, J., & MSMTAPG (1998); Lave (1997); Goodenow (1992); Goodwin (1994); Barab et al. (1999)    Theoretical Assumptions
    3 25 Online  JLS Special Issue:Barab et al.(in press); Roth (in press);Kulikowich & Young (in press);Cobb et al. (in press)  Asynchronous Chat  Special Issue on In Situ Research Methods
    4 Feb.
    1    		 Text: Wertsch (1998), Chap. 1 & 2; Text: Latour (1987), Intro & Part 1   Defining the unit of analysis
    5 8 Brown (1992); Schoenfeld (1992); Saxe (1992); Suchman (1995)   Special Issue on Changing Research Paradigms
    6 15 Siegler & Crowley (1991); Taylor & Cox (1997); Magnusson et al. (1997)   Microgenetic Analysis
    7 22 Chi (1997); Edwards, D. (1993); Jordan & Henderson (1995);  Proposals Due  Painstaking Methods for Analysis 
    8 29 Roschelle & Clancey (1992); Mandelblit & Zachar (1998); Clark (1997) Reviews Due  Characterizing the Dynamic Unit
    9 March
    7    		 Roth et al. (1997); Barab et al. (in press); Gartener & Wagner (1996)   Other Methodological Approaches
    10 14 Spring Break - Finish Reading Texts    
    11 21     Discuss Texts and Research Projects
    12 28 Lave (1986); Guba & Lincoln (1983)   Other Methodological Approaches - Continued 
    13 April
    4    		   First Draft of Final Paper Due  Critiquing Manuscripts
    14 11   1. Symposium Presentations
    2. Review of Peer's Paper Due     		  
    15  18   Symposium Presentations   
    16 25 AERA Final Paper Due   

    [Return to TOP]

    Expectations

    1. Everyone will do the readings consistently.
    2. Everyone will contribute to in-class discussions by reading at least one article each week.
    3. Seminar format means we are all teachers as well as students- collaboration in encouraged on any and all work, except the one solo presentation and the reviews.
    4. You will use the research discussion time alloted in class productively.
    5. You will have fun exploring these ideas!
    [Return to TOP]