Tag Archives: Situated learning

Psychological Perspectives and ICT

For my final ICT specialist module of the year I was required to research and learn about psychological perspectives and ICT. In order to do convey what I have learnt I have created a series of blogs which represent a range of topics that can be discovered within this module. These topics include insights into the psychological theories that underpin learning, the impact that ICT has in education and these topics have influenced how we teach and educate today.
I began my learning by researching “How the work of Pavlov influenced education” this was the first step into the world of how psychology has influenced education for me and very much an area of research that encouraged me to learn more. My second blog was entitles “Learning through making” and it opened my eyes to the collaborative learning and how learning theories are usually built upon the work conducted by others. As I progressed through the module I began to gain an interest in exploring how technology has become apparent in our lives and education. This encouraged me to explore the world of “Computer dependency” an area of modern life that is often overlooked. Building upon this my learning drove me toward the use of “Technology in the classroom” and how we can use technology to further the development of children and how they learn.

These initial blogs allowed me to not only increase my understanding of a range of topics but also presented me with the opportunity to gain new knowledge surrounding the issues raised in this module. But with my ever increasing desire to learn more I decided to go back and research a few more learning theories for a few reasons. Firstly I wanted to expand my current base of knowledge regarding learning theory and understand why we teach the way we do or why we did at particular times in history. For example “Bandura, the theory of social learning and education” provided me with the opportunity to understand how the behaviour can influence the actions of others along with other things. Another theory that I took a particular interest in was “Situated learning.” After posting my first blog on this topic I was encouraged by feedback that I received to post a second blog on the topic titled “Comparing situated learning,” this allowed me to research the topic further and deepen my understanding of the topic. Another interest that I gained whilst studying this module was how theorists explain how we has people behave and act. I decided to research the work of Maslow but to approach it from a teachers point of view, writing a blog thinking about “How the performance of children in the classroom relate to Maslow’s hierarchy of needs.” My final blog looked into the “Presentation of self in a digital life” allowing me to think deeply about how the digital world allows us to alter our persona and how people perceive us in both a personal and professional manner.

I feel that as a learner looking to expand his knowledge approaching this module in this way has been extremely beneficial to me. I have just written an essay surrounding two or three topics but researched and understood a wide range of topics that cover a variety of aspects of this module. In turn by representing my learning in the form of a series of blogs it has provide me with the opportunity to receive feedback that helps me to think about what I have written developing me as a learner.

Tagged , , , , , , , , ,

Comparing Situated Learning

Following the publishing of my previous blog post “Situated Learning.” I have received a few comments discussing my thoughts and the post. However a comment from one of my lecturers caught my attention in particular, a challenge per say to think deeper about the topic. I have spent some time researching the idea of situated learning and want to consider how it compares to similar well-known learning theories. By placing a focus on situated learning and comparing it to other theories it has forced me to engage more with the idea of situated cognition and as a result expanded my knowledge of the subject.

Firstly what is a theory, so often we hear the word used throughout published works but how is it defined? The colloquial use of the term means a guess or a hunch, but from a psychological or scientific point of view it is much different. As stated by Cherry (2012), “A theory is based upon a hypothesis and backed up by evidence.” However why do we apply psychological theories about learning to education? Doing so enables us to have a “scientific basis for education in how people think, feel, and motivate themselves rather than only to guess what intuitively might make sense, (Sternberg, 2008). Referring back to situated learning, is it the best theory for learning, how does it compare to other theories from the past and those that stand alongside it?

Lave and Wenger (1990) referred to situated learning as the process of “legitimate peripheral participation.” They argued that most learning jumps in and out of context and that any knowledge obtained needs to be presented in settings and situations that relate to that knowledge. McLellan (1996) speaks of learning as a “Lifelong process” resulting from learning in “different situations.” Expanding further upon this the thoughts of McLellan, it could be said that we learn as we grow throughout our lives as we encounter new situations and people. Perhaps the idea of situated learning for our children create a similar environment where the class learn through experience and context. Referring to my previous blog post Collins (1988) highlighted some of the benefits associated with situated learning. Describing it as a theory which applies knowledge, engages children, shows the implications children’s thought processes can have in real life and creates meaning for the learning that is taking place. Thinking deeper about situated learning Brown et al (1989) suggest the idea of cognitive apprenticeship. They state that it “supports learning in a domain by enabling students to acquire, develop and use cognitive tools in learning both outside and inside school.”

Comparing the theory of situated learning to other theories past and present we can see a link between it and constructivist ideas. The theory of constructivism suggests that what children learn arises through the construction of concepts that make sense through their real life experiences and reflections upon these experiences. The cognitive tools mentioned by Brown et al (1989) are advanced through the idea of collaboration, social interaction and the idea of social constructivism. Situated learning has similarities with Vygotsky’s theory of learning through social development, both of these theories emphasise the importance of social learning. Vygotsky (1978) introduced the idea of the zone of proximal development where by a child can extend their knowledge and therefore further their learning through the help of another peer. In continuation of this, Bandura (1977) believed that social learning theory explained human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.

However in conclusion which specific theory is the correct one, which theory should we promote in our education system? No theory is a pure theory, they are all built upon the ideas presented in other theories. In my own opinion i feel that by educating children in a situated context it highlights the idea of ensuring that their learning has meaning. If I felt that I could not apply something to my own life or experiences that i may encounter, i would deem it a waste of time that i could be investing in understanding something else. By providing a context children understand how they can use what they are being taught in their own lives. This in turn is a method of engagement, capturing the attention of the child that would otherwise take no interest. Situated learning puts a child in a context where the skills they are being taught become transferable. Finally all theories have positives and negative aspects to them but in terms of teaching it is up to use as professionals to decide on what is best for our children’s education.

    Sources, References and Further Reading

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Brown, J.S., Collins, A. & Duguid, S. (1989). Situated Cognition and the Culture of Learning. Educational Researcher, 18(1), 32-42

Cherry, K. (2012) What is Theory? [Online] Available at: http://psychology.about.com/od/tindex/f/theory.htm (Accessed: 26 February 2013).
Collins, A. (1988). Cognitive Apprenticeship and Instructional technology. (Technical Report No. 6899). BBN Labs Inc., Cambridge, MA.

Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.

McLellan, H. (1996) Situated Learning Perspectives. New Jersey: Education Technology Publications.

Sternberg, R. (2008). Applying Psychological Theories to Educational Practice. American Educational Research Journal. March 2008, Vol. 45, No. 1, pp. 150 –165.

Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Tagged , , , , ,