Chapt 5 Conntext-based Adult Learning

1 Krishna K. Bista PSE 6670: Chapter 5 Dr. McNellis March 5, 2009 Q.1. Explain the concept of “situated cognition.” Discuss how it differs from “experiential learning”. Situated cognition, a theory of instruction, refers to learning process that is naturally tied to authentic activity, context and culture. According to this theory, learning takes places naturally in the activities that the learners perform. Day to day interaction, use of daily tools, the activities and social settings play a vital role in shaping our learning. This kind of situated cognition we have rightly after birth. In other words, we learn from regular activities that we perform in our daily lives. J. Lave, educationist of situated cognition, argues that learning occurs as a function of activity, context and culture which is situated. This view contrasts with the most classroom learning activities. However, situated learning is usually unintentional rather than deliberate. Situated learning is different from experiential learning. Experiential learning focuses doing the task in order to learn whereas situated cognition emphasizes on natural learning activities. In experiential learning, the learners may have prior instruction before performing the real task. This learning is achieved by doing. For instance, if my computer gets a problem like a virus threat, I google the required information, read newspapers, check the information technology websites and start working to fix the problem. Catherine Hansman (2001) writes, “Situated cognition emphasizes interaction between the learners and other learners and tools in a socio-cultural context” (46). In order to learn more and to solve the problem of my computer, it is possible for me to join computer institutions and get professional techniques so that it would be useful. While learning in a professional institution, the learners get a wider exposure of sharing ideas and skills with co-learners and instructors which is more

2 experiential learning. In short, a situated learning is the one where learners participate whereas in experiential learning emphasizes doing the task in order to learn.

Reference: Hansman, C. A. (2001). Context-based adult learning, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.43-52.

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Q. 2. Define “cognitive apprenticeships” and “communities of practice.” Explain how you use these concepts in teaching your subject. Cognitive apprenticeship is a term for the teaching and learning process that educators provide and support learners with scaffolds as the learners develop cognitive levels. As learning happens as a part of personal, interpersonal and social process, Hansman (2001) has listed five sequential phrases: modeling, approximating, fading, self-directed learning, and generalizing” (47). Modeling, according to Hansman, occurs in behavioral and cognitive aspects. Approximating allows learners to try out activities whereas in fading scaffolding decrease and learning increase. Self-directed learning allows the learners to be more active and learners practice doing the real things. Eventually, learners generalize for what they have learned. Cognitive apprenticeships are suited well in students work, for instance, in team work on projects. Cognitive apprenticeships are models of Vygotskian “zones of proximal development” which are real difference of what is learnt and what is the capability of learning. As an instructor in the classroom, I can apply this concept in my own teaching process. Rather than delivering a number of lectures, I can focus on student-based activities such as writing activity, using computer in writing, discussion of writing situations and requirement in teaching English classes. Communities of practices are formed by people who engage in a process of collective learning. In other words, they are selected groups of people who share a common purpose and desire to learn. It simply refers to the process of social learning among people who have common goals. This kind of learning and group formation is rather informal. They can meet either face to face or via e-mail or telephone. However, each member shares what he or she knows and it is self-formed group in nature. As basic features of communities of practices, Hansman has labeled mutual engagement, joint enterprise and a shared repertoire. As an

4 example of communities of practice, we can take blog writings or web-based assignments of the colleges and schools in which readers and or members or participants express their views and comments. These web-based programs act as real learning platforms in which students not only share their views but also learn from the writing of others.

Reference: Hansman, C. A. (2001). Context-based adult learning, In The New Update on Adult Learning Theory, Ed. Sharan, M. San Francisco: John Wiley & Sons, pp.43-52.