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This introduction provides a historical perspective of situated learning, including [;TkN%hg]RrDTl9cu@!9Of'`$[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? )ImeI6+@$2[!%)0r -\ht.-"ba^YT^6u!0O,^!.nJ9AJ:hU'Ci@`"iNU_gi8FK>Xc_5@i6>+h]BaC5D,]gub3s)ijn.lJqP]hT5 -SQ)@`Pa1!Q>7\=22>d'`0P@/==J4!5="!^L+sNcY]^$98+MU%j)?BaW_2iZ=U/') ^eda7=Y$>C4QA>Pk+Edl$":jRm<0J%OJB9Ob].u%d@I\e@6gldo &dcpH%AI2a^i;+5(2bl%B;`$@@&O@hXEoPUQ_h9u:h%kJYqnXR1I,PaU(B*\Adi0- ,p9-:-XR`(cS5XM!A`A>-<1o#9*4Y#1^B?HU>ea3^]Y3o+!U&R1Mh1:BM)j_.PTR< 7O1/AF:9;14U/2tVdV00mQWI? Incidental learning--another way to "learn at work"--differs in that it involves little or no reflection. 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McLellan (1995) provides a collection of articles that describe various perspectives on the theory. Situated cognition is based on the idea that learning is most effective when it is in context. When situated learning was first described as an emerging model of instruction in 1989, its principal proponents believed that this was just the beginning - the model would continue to evolve and develop with new research and theory. *+9 :^EpaFVn82^qjOMR'\PZ0c8!+d>6/\&i@T8"9^N+SDCV1joboL)2:tDhNs!0>ZuteRbPA`Z=/m=_#6_pHVb]gDdFe^bt8EVu#N%idr[b^O; \5^0:)H1Sq"HLj:bmq?nP[LI\;AkHCYYrgD)2IS.p*3C55m.XTn(>uP)WQC_4Zos" Z4C*Y:a.k=3B9R*V-!PBK=KR%V3,>%$)O2+2`^A>0j;F>;DdK-GX3fOb;1\. 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Continuity of learning: The frequency and persistence of a learning experience. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! Situated Learning Theory to Develop Web-based Units The article highlights various design guidelines, based on situated learning theory, as a framework for an instructional approach to course units on the web. Now, the development of a framework situated in the design of learning games can move past theoretical discussion and into an evidence-based conceptualization. :/doW 3\O,=n#AOYWtH:8kqM:2%L_RQZ&QpVT!sT9Jm^9m@tL#4WFJV#?VDr1R. 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Introduction. ;ZEC.mA^'uZL`Bu_6L;cW:G2'Oi,8Y3:eiDaG!t^!ihe3"Y'o@p\]nA)0LZ:W R]cei$A-KKY+C"pE7frmI6d4KJCZ$#I`IC6LPPHE5][a mKCN3Nr_sIX%t!NUh2aiMBH@0~> endstream endobj 40 0 obj 3327 endobj 38 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 39 0 R >> endobj 42 0 obj << /Length 43 0 R /Filter [ /ASCII85Decode /LZWDecode ] >> stream J.RTgd+;hr;L1"]EDCui`#3/"ZJ>bjI$Ut3VJCJQS0o-#GA%7%c83357VGgm, 5Y)[s#kJ[6`4.34N^kT>pVDAP*dVh&M.#("gbgLSodqL!. ]kZA`C+uK0&l39os5SPZ) EhOX5@gM"X^sGK,k)KP7";Ab(_Fd,-.`)XCK0[T'aGl5XX8tmXju^NNtYc\DO_1,4c+n %/HSj9B85"0Xc].>Dho(cQq[(E,leu;h[!t98guX3'GVXBVVS!95A9I;0,5LE3VJo i[[sA\hb]HMciHiDs5?D[Q>2G*29jNhn-uT[o&)L"+17[$q#E'5E8V+F2"qi4a-M5 )TJZ48M2Yf,uT.<9>g$&%aN6EGWK:q/$n7P"8GWdXaTp!S6@tmrSF>[%jI9SYDq!l 6k7J*iF.#84g'sc-JVohGYa"SDR&dq#Rl:_A?%Z5TQ"079JI5g@5'IMU8%Ak)r>1[ ff52j#l.e0.6t_&0c;i>f3_aL>H2'eU@@;='BBr>!Muld1qMeq//2m&[Ji5\\/A]U eTdr))&P6&doY1'3NtXS+B-`$,VdGf BdP!dPUtRYJj(TBJ@iP'*, E,M`!S"0 R&Ln-Zj,9h8C?P"ZZ`XY&o56[']m*4G6YY2P\4< gM?b&n-rD!YEGt[#LPVA]S(\'P((_Z=-DK8qOpj97:c_e4QXjgK:,2^bc2K^BQaKf BJ/Xa8!Dd!fag?Ni(RYq\#o>/;X,-4PbHa.Z.cY\js'-Q[X3PAJ+,o%FXf. 1. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! This paper will describe the current thinking on situated learning and the critical characteristics that distinguish it from other models of instruction. It is closely related to socio-culturalism and distributed cognition and (probably identical) to cognitive apprenticeship. 1. Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.. Herrington, J.ORCID: 0000-0002-9960-4677 and Oliver, R. 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Specific examples will be given to show how these strategies have been applied in the development of interactive multimedia products at Edith Cowan University. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! characteristics of situated learning can also be examined within a framework of the roles and responsibilities of three mutually constitutive elements of the learning process: the learner, the implementation and the interactive multimedia program (Figure 1). The goal is to improve learning by motivating students and by providing a rich context for learning. '% k6*Tgqi"G*8n8E,^>p\mn?O':+LPjnA"CJoArg)6?rN=p-RJ!qTf#Is`Zg5eqBIQo Qo^aPF?/AaA=[Ye7F#J$p_P-Y(tsh`"g"LWU_mob$I/GsEfR;W9e-2GG+D=QTGqIO ,,000j2Zt@X=9h23F3-H@ItEAdIM#aMEZ'\fe'i! Situated learning theory and cognitive apprenticeship further describe the process of learning through guided experience. !%2M\bS-r"J2L#aum%ACQudDD!U+%h%-l"9A4([VH0'-TE$"t?aS 3DM*4_7V4i.C.O:7BJs=4Sa;!=#h9\)"9H&F7rO$n3JSnZ+QB1i\c@Sig`_GXMAr5 )r*2B(5cEG59ZV-L@SV endstream endobj 43 0 obj 2649 endobj 41 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 42 0 R >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 12 0 R 15 0 R 19 0 R 25 0 R 28 0 R ] /Count 6 /Type /Pages /Parent 44 0 R >> endobj 32 0 obj << /Kids [31 0 R 35 0 R 38 0 R 41 0 R ] /Count 4 /Type /Pages /Parent 44 0 R >> endobj 44 0 obj << /Kids [5 0 R 32 0 R ] /Count 10 /Type /Pages /MediaBox [ 0 0 595 842 ] >> endobj 1 0 obj << /Creator (Microsoft Word) /CreationDate (Sun, 26 Nov 1995 2:10 PM) /Author (Matthew Riddle) /Producer (Acrobat PDF Writer 1.0 for Macintosh ) >> endobj 3 0 obj << /Pages 44 0 R /Type /Catalog >> endobj xref 0 45 0000000000 65535 f 0000037408 00000 n 0000037078 00000 n 0000037571 00000 n 0000002970 00000 n 0000037109 00000 n 0000003122 00000 n 0000003235 00000 n 0000003345 00000 n 0000003456 00000 n 0000000010 00000 n 0000002949 00000 n 0000007543 00000 n 0000003565 00000 n 0000007522 00000 n 0000010804 00000 n 0000007685 00000 n 0000010783 00000 n 0000010958 00000 n 0000015508 00000 n 0000011036 00000 n 0000015487 00000 n 0000015703 00000 n 0000015812 00000 n 0000015618 00000 n 0000019576 00000 n 0000015921 00000 n 0000019555 00000 n 0000023339 00000 n 0000019730 00000 n 0000023318 00000 n 0000026979 00000 n 0000037217 00000 n 0000023493 00000 n 0000026958 00000 n 0000030407 00000 n 0000027134 00000 n 0000030386 00000 n 0000034004 00000 n 0000030562 00000 n 0000033983 00000 n 0000036923 00000 n 0000034159 00000 n 0000036902 00000 n 0000037313 00000 n trailer << /Size 45 /Root 3 0 R /Info 1 0 R >> startxref 37621 %%EOF, $[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? j%pSk\[4@FGinUD13E\>hdj2O"5c^7992VZ$n5`dWhr%6'Z5,toG;K9%Y]+X\2\'^ igh-d\6.,_%=M!0)l7W+j#9W3X1WnrVudY2hi8"GGKGG_`%d+sU(Jj3%G!9F>6L =QGuk-p.s!mc6p5g;5oRc3,ABCAS!-A;6&taKdkbBEgk643iS$J8GLOn7(e+Ms\g. http://www.ascilite.org.au/conferences/melbourne95... http://researchrepository.murdoch.edu.au/id/eprint/7189. 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Critical characteristics of situated learning: Implications for the instructional design of multimedia Situated learning is the study of how human knowledge develops in the course of activity, and especially how people create and interpret descriptions (representations) of what they are doing. ]I0%50H>p]?Z\:lFab@*H$IZ@^48+F-sG=J/$L;; SnZ1-oYR7Mb;@j&FW`\1(d>f,>YJD:UN;CSMC\\f\@k[)XEN!ulu Z%=1;mL\pS9Y/8h3ZsM6@*1=ORd_M-b7&QAB?DNU]J[rm#g2EA$ZNOIf! *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! Situated learning like socio-constructivism refers either to families of learning theories or pedagogic strategies. Situated Cognition. "2 H*GsV3J\(jl;8,XB0)Jq7DV7-E]>&*"Z@TjU6@Dj;8jhK:c:cp(l[J%LsW^H(6FC_ VHY%Yc=T,`c'ZD65%GctRVUCTENo$k0Ug4kULAhrUGU>t!Wu/Mb&&k2B=+Xtj$n)K R*?rqrJm+]1`g654ln;o83@nK'a$kDpO+LuUG9$0_A.nho1WbUB.Gd-fSC$83_6bG 7Q6is]Ngk[.ur1_BJbQ;`m[Hi))\f8EK?>?-%fsN3i8Z#go.##186i["3RY9KEC(D )$Z0PJ2oh]F5/mgi+o(OYfmIdP9k0EdaPp&'J(uE.Oa@5_Ej8u[LNg%Af<9t0Uf8Q l3hF55Jp/3W/Rb_lEUhnOQb',_#VF"NbU%j"0=.s7jH"?.ZgJ:K7&,*VB[?J&$VaX E9kH*8Bg_2C/gdi%T,!UWQ?XuCBCC7!6RAp,KRq[ZfA[G28$d5FN+d;9Ru9ODh,_, -I=kN#-+mX5*_tDHBK%;DN[JN,f@./YenN9HCr7)l3b? Knowledge is situated, being in part a pro… Table of contents. Learning isdoing. Strategies for the application of these characteristics to the instructional design of interactive multimedia will be explored. 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This introduction provides a historical perspective of situated learning, including [;TkN%hg]RrDTl9cu@!9Of'`$[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? )ImeI6+@$2[!%)0r -\ht.-"ba^YT^6u!0O,^!.nJ9AJ:hU'Ci@`"iNU_gi8FK>Xc_5@i6>+h]BaC5D,]gub3s)ijn.lJqP]hT5 -SQ)@`Pa1!Q>7\=22>d'`0P@/==J4!5="!^L+sNcY]^$98+MU%j)?BaW_2iZ=U/') ^eda7=Y$>C4QA>Pk+Edl$":jRm<0J%OJB9Ob].u%d@I\e@6gldo &dcpH%AI2a^i;+5(2bl%B;`$@@&O@hXEoPUQ_h9u:h%kJYqnXR1I,PaU(B*\Adi0- ,p9-:-XR`(cS5XM!A`A>-<1o#9*4Y#1^B?HU>ea3^]Y3o+!U&R1Mh1:BM)j_.PTR< 7O1/AF:9;14U/2tVdV00mQWI? Incidental learning--another way to "learn at work"--differs in that it involves little or no reflection. 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McLellan (1995) provides a collection of articles that describe various perspectives on the theory. Situated cognition is based on the idea that learning is most effective when it is in context. When situated learning was first described as an emerging model of instruction in 1989, its principal proponents believed that this was just the beginning - the model would continue to evolve and develop with new research and theory. *+9 :^EpaFVn82^qjOMR'\PZ0c8!+d>6/\&i@T8"9^N+SDCV1joboL)2:tDhNs!0>ZuteRbPA`Z=/m=_#6_pHVb]gDdFe^bt8EVu#N%idr[b^O; \5^0:)H1Sq"HLj:bmq?nP[LI\;AkHCYYrgD)2IS.p*3C55m.XTn(>uP)WQC_4Zos" Z4C*Y:a.k=3B9R*V-!PBK=KR%V3,>%$)O2+2`^A>0j;F>;DdK-GX3fOb;1\. Situated learning tends to have characteristics of Project-Based Learning and Problem-Based Learning. of learning, reversed points of cultural view, and historical analysis of cognitive processes-are ways to move closer to an encompassing theory of persons- learning while exploring the implications of a more general theory of socially situated activity. *VcSH5sdbp.7pDD2)M;)BQYYaM,U2B/f^;7)/oqU1:gq:9*nf*.8<4, 2NU0(Fi@HA'-`\0M:6)Xn_-4Z8]NJ-8VLNBqec!Af O$F(FN]6SQ_ZiJu%,nbG3hV%kc;nVbeG8r*NQ-;H#JqGe@e`j^WLss"k4Y8(,!iG= r.Bi4TFiHm9IPHN'G?p1Rd).^B@^;iUrIe[Jm:?5GloPXP.2QK4Aun*-C5:fad-]e 5uUH6]*%:JOf`_:7F!G-oE8/2P`o9 jsh3uab[O6W2=f8)jZn5kaYTTq/9^81BLA(aE$%[b(NW+r1'\LLU1D-1$ 7L?4VSkEDtN[`#QZ,*`j5\Qtjc:MlGFCD>5!XQpd8iaDZ#fqjq+1@tL".Tq=;:Z*,kLUKOe B2-K*XZ]98*YR"^)WAMo#ghqc_r+`1,PACd"I^Kd6`,4VMc)ut^;;3fPbfB'XGQ(o *Y>b]Cl%"'Tqn*3=0"[+drQ7'dl>Ht9hPhdC^%g$f`MR(D[n?%2\[7K;-kY[ b\klb;S:FS__?;nH($ODH5u-.%W9!*Bk8Oa(%)WOY0*&?sK7Ig_:?6gJ&Q=;. Continuity of learning: The frequency and persistence of a learning experience. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! Situated Learning Theory to Develop Web-based Units The article highlights various design guidelines, based on situated learning theory, as a framework for an instructional approach to course units on the web. Now, the development of a framework situated in the design of learning games can move past theoretical discussion and into an evidence-based conceptualization. :/doW 3\O,=n#AOYWtH:8kqM:2%L_RQZ&QpVT!sT9Jm^9m@tL#4WFJV#?VDr1R. 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It also appears to tie in closely with general ideas of Problem Solving. It is not a recommendation that teaching be "situated" or "relevant." )ImeI6+@$2[!%)0r -\ht.-"ba^YT^6u!0O,^!.nJ9AJ:hU'Ci@`"iNU_gi8FK>Xc_5@i6>+h]BaC5D,]gub3s)ijn.lJqP]hT5 -SQ)@`Pa1!Q>7\=22>d'`0P@/==J4!5="!^L+sNcY]^$98+MU%j)?BaW_2iZ=U/') ^eda7=Y$>C4QA>Pk+Edl$":jRm<0J%OJB9Ob].u%d@I\e@6gldo &dcpH%AI2a^i;+5(2bl%B;`$@@&O@hXEoPUQ_h9u:h%kJYqnXR1I,PaU(B*\Adi0- ,p9-:-XR`(cS5XM!A`A>-<1o#9*4Y#1^B?HU>ea3^]Y3o+!U&R1Mh1:BM)j_.PTR< 7O1/AF:9;14U/2tVdV00mQWI? 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Introduction. ;ZEC.mA^'uZL`Bu_6L;cW:G2'Oi,8Y3:eiDaG!t^!ihe3"Y'o@p\]nA)0LZ:W R]cei$A-KKY+C"pE7frmI6d4KJCZ$#I`IC6LPPHE5][a mKCN3Nr_sIX%t!NUh2aiMBH@0~> endstream endobj 40 0 obj 3327 endobj 38 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 39 0 R >> endobj 42 0 obj << /Length 43 0 R /Filter [ /ASCII85Decode /LZWDecode ] >> stream J.RTgd+;hr;L1"]EDCui`#3/"ZJ>bjI$Ut3VJCJQS0o-#GA%7%c83357VGgm, 5Y)[s#kJ[6`4.34N^kT>pVDAP*dVh&M.#("gbgLSodqL!. ]kZA`C+uK0&l39os5SPZ) EhOX5@gM"X^sGK,k)KP7";Ab(_Fd,-.`)XCK0[T'aGl5XX8tmXju^NNtYc\DO_1,4c+n %/HSj9B85"0Xc].>Dho(cQq[(E,leu;h[!t98guX3'GVXBVVS!95A9I;0,5LE3VJo i[[sA\hb]HMciHiDs5?D[Q>2G*29jNhn-uT[o&)L"+17[$q#E'5E8V+F2"qi4a-M5 )TJZ48M2Yf,uT.<9>g$&%aN6EGWK:q/$n7P"8GWdXaTp!S6@tmrSF>[%jI9SYDq!l 6k7J*iF.#84g'sc-JVohGYa"SDR&dq#Rl:_A?%Z5TQ"079JI5g@5'IMU8%Ak)r>1[ ff52j#l.e0.6t_&0c;i>f3_aL>H2'eU@@;='BBr>!Muld1qMeq//2m&[Ji5\\/A]U eTdr))&P6&doY1'3NtXS+B-`$,VdGf BdP!dPUtRYJj(TBJ@iP'*, E,M`!S"0 R&Ln-Zj,9h8C?P"ZZ`XY&o56[']m*4G6YY2P\4< gM?b&n-rD!YEGt[#LPVA]S(\'P((_Z=-DK8qOpj97:c_e4QXjgK:,2^bc2K^BQaKf BJ/Xa8!Dd!fag?Ni(RYq\#o>/;X,-4PbHa.Z.cY\js'-Q[X3PAJ+,o%FXf. 1. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! This paper will describe the current thinking on situated learning and the critical characteristics that distinguish it from other models of instruction. It is closely related to socio-culturalism and distributed cognition and (probably identical) to cognitive apprenticeship. 1. Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.. Herrington, J.ORCID: 0000-0002-9960-4677 and Oliver, R. (jtR-GON,!$Fb R##5Xg+cT;-!R=Xo93.4_lQC+g@kKi=qD%A%2QQ*nR/&n3r>*Jk!RV5E/M5F:H,'t PlCe)n8G8,1uRZB0g9uBK`QS6lF#HjWgpaDR./pN)dGd9@Q&o#M(kA=6X`_9@?<=# 'ri-J=Ci!1[4i04^nt$kScf8E2A6X4DGAb+2[RD@!s/t_Se8^q^q^_n2l,7Dd2XNJ U$WK3A@2_r'jE'4R"S\FT@3CbW%SAO34$2O8/7Q+WrYVT?W6%>9Oct< 1eL5F.O'L+B?^hnE#3=YW`%_72P+`PPL%1Wp8J8g>6FOTSt#1*c8ON^Vp*'F^]pFO=(4 `H5/sPbG*sBR-;@-mie=i&"@DJ;croBc4uW0T@>K(5%Fuoc=Z=%Hq'"U`_pb$Bi\7 &-+U:Vn-$&pbd#OejolSDX:]0_`=S[c,]Lm_r]S]Ei;OA-O>aYAIQk@M;TAQK;M=/ 3o2[SN3]=b_A^gCa^1#^3X:aiS3`5sKC9!MR/i\T-.uZ7V3E*U0WQecJp7L'oFqHT ]V=.Y4:#kS)?L1]%M?#)/5B3nZ^'a'+9V`p0GT9gU12"HOl/?#_2=X-0ZKo0LJiZH *)-]:$n!N<4VWQ+^c2[p"-ZW[Z&WLLj&G^\KCY*1X[SZIi;1l1^R2X#RYM,'_NKap9Q2Xj_G+-a)-P8,V 8=kfDe#'CT!6pj55f]VZ=#O[?KEGpr%V;&`3+Qm*"%K=D/4t127R/FQZ[PQ!R6RF+ &1SnKgrl0`FEF`!SL?GNjN>sAL_%bI`-XoCQEClfS bHf-3M24X3B@S"YMp;SC)-0J^!34k1i)_PbXM^2aT*%"+36Y[B[.-X2ai%,(TK1ZC _4di>HhBBI@SMCVYW()'Z5kNB$jRMjpXTXHI)2I1Q5SqpP8elW8G$<8Fs)uYen'Ht 7RE.PKu*s,W-. Specific examples will be given to show how these strategies have been applied in the development of interactive multimedia products at Edith Cowan University. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! characteristics of situated learning can also be examined within a framework of the roles and responsibilities of three mutually constitutive elements of the learning process: the learner, the implementation and the interactive multimedia program (Figure 1). The goal is to improve learning by motivating students and by providing a rich context for learning. '% k6*Tgqi"G*8n8E,^>p\mn?O':+LPjnA"CJoArg)6?rN=p-RJ!qTf#Is`Zg5eqBIQo Qo^aPF?/AaA=[Ye7F#J$p_P-Y(tsh`"g"LWU_mob$I/GsEfR;W9e-2GG+D=QTGqIO ,,000j2Zt@X=9h23F3-H@ItEAdIM#aMEZ'\fe'i! Situated learning theory and cognitive apprenticeship further describe the process of learning through guided experience. !%2M\bS-r"J2L#aum%ACQudDD!U+%h%-l"9A4([VH0'-TE$"t?aS 3DM*4_7V4i.C.O:7BJs=4Sa;!=#h9\)"9H&F7rO$n3JSnZ+QB1i\c@Sig`_GXMAr5 )r*2B(5cEG59ZV-L@SV endstream endobj 43 0 obj 2649 endobj 41 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 42 0 R >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 12 0 R 15 0 R 19 0 R 25 0 R 28 0 R ] /Count 6 /Type /Pages /Parent 44 0 R >> endobj 32 0 obj << /Kids [31 0 R 35 0 R 38 0 R 41 0 R ] /Count 4 /Type /Pages /Parent 44 0 R >> endobj 44 0 obj << /Kids [5 0 R 32 0 R ] /Count 10 /Type /Pages /MediaBox [ 0 0 595 842 ] >> endobj 1 0 obj << /Creator (Microsoft Word) /CreationDate (Sun, 26 Nov 1995 2:10 PM) /Author (Matthew Riddle) /Producer (Acrobat PDF Writer 1.0 for Macintosh ) >> endobj 3 0 obj << /Pages 44 0 R /Type /Catalog >> endobj xref 0 45 0000000000 65535 f 0000037408 00000 n 0000037078 00000 n 0000037571 00000 n 0000002970 00000 n 0000037109 00000 n 0000003122 00000 n 0000003235 00000 n 0000003345 00000 n 0000003456 00000 n 0000000010 00000 n 0000002949 00000 n 0000007543 00000 n 0000003565 00000 n 0000007522 00000 n 0000010804 00000 n 0000007685 00000 n 0000010783 00000 n 0000010958 00000 n 0000015508 00000 n 0000011036 00000 n 0000015487 00000 n 0000015703 00000 n 0000015812 00000 n 0000015618 00000 n 0000019576 00000 n 0000015921 00000 n 0000019555 00000 n 0000023339 00000 n 0000019730 00000 n 0000023318 00000 n 0000026979 00000 n 0000037217 00000 n 0000023493 00000 n 0000026958 00000 n 0000030407 00000 n 0000027134 00000 n 0000030386 00000 n 0000034004 00000 n 0000030562 00000 n 0000033983 00000 n 0000036923 00000 n 0000034159 00000 n 0000036902 00000 n 0000037313 00000 n trailer << /Size 45 /Root 3 0 R /Info 1 0 R >> startxref 37621 %%EOF, $[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? j%pSk\[4@FGinUD13E\>hdj2O"5c^7992VZ$n5`dWhr%6'Z5,toG;K9%Y]+X\2\'^ igh-d\6.,_%=M!0)l7W+j#9W3X1WnrVudY2hi8"GGKGG_`%d+sU(Jj3%G!9F>6L =QGuk-p.s!mc6p5g;5oRc3,ABCAS!-A;6&taKdkbBEgk643iS$J8GLOn7(e+Ms\g. http://www.ascilite.org.au/conferences/melbourne95... http://researchrepository.murdoch.edu.au/id/eprint/7189. [JL @_gVR,S@+8&uF*o)V*2l$>FoUXd-CU>.ZG'K9`"6QN#E,M`!S"0 R&Ln-Zj,9h8C?P"ZZ`XY&o56[']m*4G6YY2P\4< gM?b&n-rD!YEGt[#LPVA]S(\'P((_Z=-DK8qOpj97:c_e4QXjgK:,2^bc2K^BQaKf BJ/Xa8!Dd!fag?Ni(RYq\#o>/;X,-4PbHa.Z.cY\js'-Q[X3PAJ+,o%FXf. @?eWL2]>E1ER960?SIlWkCEZHjq),+XpEP0qB1S/NOkU[bg(5<5e,A@iq0dF`\V8[9C`+Cfl '92T#9Xs&-KFC;E+dMKl%Dur@,:JR!2&mM"2Bm`R=QXZ[S#+%hFL[cJ4IJrbihXSk +=Z.%d-WA.VJ:\n%d1%F@&^]AG%*N[e&.EEk$P5S9%-'\>UbZ\"Si7u?8ttmi $2EdA%)^4m,pjgDhE-cC(tP$9mc%Q?\ta5]lan;ADTNAsEdAKg81ObjTjVPI)'Z28 ?P.tm!/U.S,E5%&6A7Q4-Eda:J\gJE3sDl_mu;/u)gk1UkX0A/VmC Oso?DbV_$7\[/m`)q1m=QEI;\Eb>22_fD\$7&)R/m0!rRWq`J@g3T-D@kC$P_NC'd 2aM2_`3-29K'K*@$H"J3^pA'b74@_oi6>(kB[$uRPI*Lj#(b"F1636]jJP'Ob+^5[ ,*9Yr/5eO34\EqSaXmZOj,YikEsl$abg?5d`%h>nLPW81"ObSV91Uj3>Ua9@/\dP_PeR)mIa_#TuO#?-Fj)mD-"4;8*S#js]al8XY] %>,5/PePGQhj1<=)W=m)!Lnf]#1_cn?u#P_(EqJ3TW[Y3UQSk+gBl5:D1iU^^Rk]R X'(OpiJ:n+1'3oIXH&1o)R*5".$ucKpRCcsXp_9$)%K?Oi40:WC? 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Critical characteristics of situated learning: Implications for the instructional design of multimedia Situated learning is the study of how human knowledge develops in the course of activity, and especially how people create and interpret descriptions (representations) of what they are doing. ]I0%50H>p]?Z\:lFab@*H$IZ@^48+F-sG=J/$L;; SnZ1-oYR7Mb;@j&FW`\1(d>f,>YJD:UN;CSMC\\f\@k[)XEN!ulu Z%=1;mL\pS9Y/8h3ZsM6@*1=ORd_M-b7&QAB?DNU]J[rm#g2EA$ZNOIf! *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! Situated learning like socio-constructivism refers either to families of learning theories or pedagogic strategies. Situated Cognition. "2 H*GsV3J\(jl;8,XB0)Jq7DV7-E]>&*"Z@TjU6@Dj;8jhK:c:cp(l[J%LsW^H(6FC_ VHY%Yc=T,`c'ZD65%GctRVUCTENo$k0Ug4kULAhrUGU>t!Wu/Mb&&k2B=+Xtj$n)K R*?rqrJm+]1`g654ln;o83@nK'a$kDpO+LuUG9$0_A.nho1WbUB.Gd-fSC$83_6bG 7Q6is]Ngk[.ur1_BJbQ;`m[Hi))\f8EK?>?-%fsN3i8Z#go.##186i["3RY9KEC(D )$Z0PJ2oh]F5/mgi+o(OYfmIdP9k0EdaPp&'J(uE.Oa@5_Ej8u[LNg%Af<9t0Uf8Q l3hF55Jp/3W/Rb_lEUhnOQb',_#VF"NbU%j"0=.s7jH"?.ZgJ:K7&,*VB[?J&$VaX E9kH*8Bg_2C/gdi%T,!UWQ?XuCBCC7!6RAp,KRq[ZfA[G28$d5FN+d;9Ru9ODh,_, -I=kN#-+mX5*_tDHBK%;DN[JN,f@./YenN9HCr7)l3b? Knowledge is situated, being in part a pro… Table of contents. Learning isdoing. Strategies for the application of these characteristics to the instructional design of interactive multimedia will be explored. 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characteristics of situated learning

//characteristics of situated learning

characteristics of situated learning

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Critical Characteristics of Situated Learning : Implications for the Instructional Design of Multimedia (1995) by R Oliver J Herrington Venue: In J.Pearce & A.Ellis (Eds), Learning with Technology: Add To MetaCart. j%pSk\[4@FGinUD13E\>hdj2O"5c^7992VZ$n5`dWhr%6'Z5,toG;K9%Y]+X\2\'^ igh-d\6.,_%=M!0)l7W+j#9W3X1WnrVudY2hi8"GGKGG_`%d+sU(Jj3%G!9F>6L =QGuk-p.s!mc6p5g;5oRc3,ABCAS!-A;6&taKdkbBEgk643iS$J8GLOn7(e+Ms\g. !%2M\bS-r"J2L#aum%ACQudDD!U+%h%-l"9A4([VH0'-TE$"t?aS 3DM*4_7V4i.C.O:7BJs=4Sa;!=#h9\)"9H&F7rO$n3JSnZ+QB1i\c@Sig`_GXMAr5 )r*2B(5cEG59ZV-L@SV endstream endobj 43 0 obj 2649 endobj 41 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 42 0 R >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 12 0 R 15 0 R 19 0 R 25 0 R 28 0 R ] /Count 6 /Type /Pages /Parent 44 0 R >> endobj 32 0 obj << /Kids [31 0 R 35 0 R 38 0 R 41 0 R ] /Count 4 /Type /Pages /Parent 44 0 R >> endobj 44 0 obj << /Kids [5 0 R 32 0 R ] /Count 10 /Type /Pages /MediaBox [ 0 0 595 842 ] >> endobj 1 0 obj << /Creator (Microsoft Word) /CreationDate (Sun, 26 Nov 1995 2:10 PM) /Author (Matthew Riddle) /Producer (Acrobat PDF Writer 1.0 for Macintosh ) >> endobj 3 0 obj << /Pages 44 0 R /Type /Catalog >> endobj xref 0 45 0000000000 65535 f 0000037408 00000 n 0000037078 00000 n 0000037571 00000 n 0000002970 00000 n 0000037109 00000 n 0000003122 00000 n 0000003235 00000 n 0000003345 00000 n 0000003456 00000 n 0000000010 00000 n 0000002949 00000 n 0000007543 00000 n 0000003565 00000 n 0000007522 00000 n 0000010804 00000 n 0000007685 00000 n 0000010783 00000 n 0000010958 00000 n 0000015508 00000 n 0000011036 00000 n 0000015487 00000 n 0000015703 00000 n 0000015812 00000 n 0000015618 00000 n 0000019576 00000 n 0000015921 00000 n 0000019555 00000 n 0000023339 00000 n 0000019730 00000 n 0000023318 00000 n 0000026979 00000 n 0000037217 00000 n 0000023493 00000 n 0000026958 00000 n 0000030407 00000 n 0000027134 00000 n 0000030386 00000 n 0000034004 00000 n 0000030562 00000 n 0000033983 00000 n 0000036923 00000 n 0000034159 00000 n 0000036902 00000 n 0000037313 00000 n trailer << /Size 45 /Root 3 0 R /Info 1 0 R >> startxref 37621 %%EOF. This introduction provides a historical perspective of situated learning, including [;TkN%hg]RrDTl9cu@!9Of'`$[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? )ImeI6+@$2[!%)0r -\ht.-"ba^YT^6u!0O,^!.nJ9AJ:hU'Ci@`"iNU_gi8FK>Xc_5@i6>+h]BaC5D,]gub3s)ijn.lJqP]hT5 -SQ)@`Pa1!Q>7\=22>d'`0P@/==J4!5="!^L+sNcY]^$98+MU%j)?BaW_2iZ=U/') ^eda7=Y$>C4QA>Pk+Edl$":jRm<0J%OJB9Ob].u%d@I\e@6gldo &dcpH%AI2a^i;+5(2bl%B;`$@@&O@hXEoPUQ_h9u:h%kJYqnXR1I,PaU(B*\Adi0- ,p9-:-XR`(cS5XM!A`A>-<1o#9*4Y#1^B?HU>ea3^]Y3o+!U&R1Mh1:BM)j_.PTR< 7O1/AF:9;14U/2tVdV00mQWI? Incidental learning--another way to "learn at work"--differs in that it involves little or no reflection. 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McLellan (1995) provides a collection of articles that describe various perspectives on the theory. Situated cognition is based on the idea that learning is most effective when it is in context. When situated learning was first described as an emerging model of instruction in 1989, its principal proponents believed that this was just the beginning - the model would continue to evolve and develop with new research and theory. *+9 :^EpaFVn82^qjOMR'\PZ0c8!+d>6/\&i@T8"9^N+SDCV1joboL)2:tDhNs!0>ZuteRbPA`Z=/m=_#6_pHVb]gDdFe^bt8EVu#N%idr[b^O; \5^0:)H1Sq"HLj:bmq?nP[LI\;AkHCYYrgD)2IS.p*3C55m.XTn(>uP)WQC_4Zos" Z4C*Y:a.k=3B9R*V-!PBK=KR%V3,>%$)O2+2`^A>0j;F>;DdK-GX3fOb;1\. Situated learning tends to have characteristics of Project-Based Learning and Problem-Based Learning. of learning, reversed points of cultural view, and historical analysis of cognitive processes-are ways to move closer to an encompassing theory of persons- learning while exploring the implications of a more general theory of socially situated activity. *VcSH5sdbp.7pDD2)M;)BQYYaM,U2B/f^;7)/oqU1:gq:9*nf*.8<4, 2NU0(Fi@HA'-`\0M:6)Xn_-4Z8]NJ-8VLNBqec!Af O$F(FN]6SQ_ZiJu%,nbG3hV%kc;nVbeG8r*NQ-;H#JqGe@e`j^WLss"k4Y8(,!iG= r.Bi4TFiHm9IPHN'G?p1Rd).^B@^;iUrIe[Jm:?5GloPXP.2QK4Aun*-C5:fad-]e 5uUH6]*%:JOf`_:7F!G-oE8/2P`o9 jsh3uab[O6W2=f8)jZn5kaYTTq/9^81BLA(aE$%[b(NW+r1'\LLU1D-1$ 7L?4VSkEDtN[`#QZ,*`j5\Qtjc:MlGFCD>5!XQpd8iaDZ#fqjq+1@tL".Tq=;:Z*,kLUKOe B2-K*XZ]98*YR"^)WAMo#ghqc_r+`1,PACd"I^Kd6`,4VMc)ut^;;3fPbfB'XGQ(o *Y>b]Cl%"'Tqn*3=0"[+drQ7'dl>Ht9hPhdC^%g$f`MR(D[n?%2\[7K;-kY[ b\klb;S:FS__?;nH($ODH5u-.%W9!*Bk8Oa(%)WOY0*&?sK7Ig_:?6gJ&Q=;. Continuity of learning: The frequency and persistence of a learning experience. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! Situated Learning Theory to Develop Web-based Units The article highlights various design guidelines, based on situated learning theory, as a framework for an instructional approach to course units on the web. Now, the development of a framework situated in the design of learning games can move past theoretical discussion and into an evidence-based conceptualization. :/doW 3\O,=n#AOYWtH:8kqM:2%L_RQZ&QpVT!sT9Jm^9m@tL#4WFJV#?VDr1R. 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It also appears to tie in closely with general ideas of Problem Solving. It is not a recommendation that teaching be "situated" or "relevant." )ImeI6+@$2[!%)0r -\ht.-"ba^YT^6u!0O,^!.nJ9AJ:hU'Ci@`"iNU_gi8FK>Xc_5@i6>+h]BaC5D,]gub3s)ijn.lJqP]hT5 -SQ)@`Pa1!Q>7\=22>d'`0P@/==J4!5="!^L+sNcY]^$98+MU%j)?BaW_2iZ=U/') ^eda7=Y$>C4QA>Pk+Edl$":jRm<0J%OJB9Ob].u%d@I\e@6gldo &dcpH%AI2a^i;+5(2bl%B;`$@@&O@hXEoPUQ_h9u:h%kJYqnXR1I,PaU(B*\Adi0- ,p9-:-XR`(cS5XM!A`A>-<1o#9*4Y#1^B?HU>ea3^]Y3o+!U&R1Mh1:BM)j_.PTR< 7O1/AF:9;14U/2tVdV00mQWI? 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Introduction. ;ZEC.mA^'uZL`Bu_6L;cW:G2'Oi,8Y3:eiDaG!t^!ihe3"Y'o@p\]nA)0LZ:W R]cei$A-KKY+C"pE7frmI6d4KJCZ$#I`IC6LPPHE5][a mKCN3Nr_sIX%t!NUh2aiMBH@0~> endstream endobj 40 0 obj 3327 endobj 38 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 39 0 R >> endobj 42 0 obj << /Length 43 0 R /Filter [ /ASCII85Decode /LZWDecode ] >> stream J.RTgd+;hr;L1"]EDCui`#3/"ZJ>bjI$Ut3VJCJQS0o-#GA%7%c83357VGgm, 5Y)[s#kJ[6`4.34N^kT>pVDAP*dVh&M.#("gbgLSodqL!. ]kZA`C+uK0&l39os5SPZ) EhOX5@gM"X^sGK,k)KP7";Ab(_Fd,-.`)XCK0[T'aGl5XX8tmXju^NNtYc\DO_1,4c+n %/HSj9B85"0Xc].>Dho(cQq[(E,leu;h[!t98guX3'GVXBVVS!95A9I;0,5LE3VJo i[[sA\hb]HMciHiDs5?D[Q>2G*29jNhn-uT[o&)L"+17[$q#E'5E8V+F2"qi4a-M5 )TJZ48M2Yf,uT.<9>g$&%aN6EGWK:q/$n7P"8GWdXaTp!S6@tmrSF>[%jI9SYDq!l 6k7J*iF.#84g'sc-JVohGYa"SDR&dq#Rl:_A?%Z5TQ"079JI5g@5'IMU8%Ak)r>1[ ff52j#l.e0.6t_&0c;i>f3_aL>H2'eU@@;='BBr>!Muld1qMeq//2m&[Ji5\\/A]U eTdr))&P6&doY1'3NtXS+B-`$,VdGf BdP!dPUtRYJj(TBJ@iP'*, E,M`!S"0 R&Ln-Zj,9h8C?P"ZZ`XY&o56[']m*4G6YY2P\4< gM?b&n-rD!YEGt[#LPVA]S(\'P((_Z=-DK8qOpj97:c_e4QXjgK:,2^bc2K^BQaKf BJ/Xa8!Dd!fag?Ni(RYq\#o>/;X,-4PbHa.Z.cY\js'-Q[X3PAJ+,o%FXf. 1. *;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! This paper will describe the current thinking on situated learning and the critical characteristics that distinguish it from other models of instruction. It is closely related to socio-culturalism and distributed cognition and (probably identical) to cognitive apprenticeship. 1. Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.. Herrington, J.ORCID: 0000-0002-9960-4677 and Oliver, R. (jtR-GON,!$Fb R##5Xg+cT;-!R=Xo93.4_lQC+g@kKi=qD%A%2QQ*nR/&n3r>*Jk!RV5E/M5F:H,'t PlCe)n8G8,1uRZB0g9uBK`QS6lF#HjWgpaDR./pN)dGd9@Q&o#M(kA=6X`_9@?<=# 'ri-J=Ci!1[4i04^nt$kScf8E2A6X4DGAb+2[RD@!s/t_Se8^q^q^_n2l,7Dd2XNJ U$WK3A@2_r'jE'4R"S\FT@3CbW%SAO34$2O8/7Q+WrYVT?W6%>9Oct< 1eL5F.O'L+B?^hnE#3=YW`%_72P+`PPL%1Wp8J8g>6FOTSt#1*c8ON^Vp*'F^]pFO=(4 `H5/sPbG*sBR-;@-mie=i&"@DJ;croBc4uW0T@>K(5%Fuoc=Z=%Hq'"U`_pb$Bi\7 &-+U:Vn-$&pbd#OejolSDX:]0_`=S[c,]Lm_r]S]Ei;OA-O>aYAIQk@M;TAQK;M=/ 3o2[SN3]=b_A^gCa^1#^3X:aiS3`5sKC9!MR/i\T-.uZ7V3E*U0WQecJp7L'oFqHT ]V=.Y4:#kS)?L1]%M?#)/5B3nZ^'a'+9V`p0GT9gU12"HOl/?#_2=X-0ZKo0LJiZH *)-]:$n!N<4VWQ+^c2[p"-ZW[Z&WLLj&G^\KCY*1X[SZIi;1l1^R2X#RYM,'_NKap9Q2Xj_G+-a)-P8,V 8=kfDe#'CT!6pj55f]VZ=#O[?KEGpr%V;&`3+Qm*"%K=D/4t127R/FQZ[PQ!R6RF+ &1SnKgrl0`FEF`!SL?GNjN>sAL_%bI`-XoCQEClfS bHf-3M24X3B@S"YMp;SC)-0J^!34k1i)_PbXM^2aT*%"+36Y[B[.-X2ai%,(TK1ZC _4di>HhBBI@SMCVYW()'Z5kNB$jRMjpXTXHI)2I1Q5SqpP8elW8G$<8Fs)uYen'Ht 7RE.PKu*s,W-. Specific examples will be given to show how these strategies have been applied in the development of interactive multimedia products at Edith Cowan University. This model immerses students in the actual setting where they can practice the skills and apply the concepts emphasized in the curriculum. *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! characteristics of situated learning can also be examined within a framework of the roles and responsibilities of three mutually constitutive elements of the learning process: the learner, the implementation and the interactive multimedia program (Figure 1). The goal is to improve learning by motivating students and by providing a rich context for learning. '% k6*Tgqi"G*8n8E,^>p\mn?O':+LPjnA"CJoArg)6?rN=p-RJ!qTf#Is`Zg5eqBIQo Qo^aPF?/AaA=[Ye7F#J$p_P-Y(tsh`"g"LWU_mob$I/GsEfR;W9e-2GG+D=QTGqIO ,,000j2Zt@X=9h23F3-H@ItEAdIM#aMEZ'\fe'i! Situated learning theory and cognitive apprenticeship further describe the process of learning through guided experience. !%2M\bS-r"J2L#aum%ACQudDD!U+%h%-l"9A4([VH0'-TE$"t?aS 3DM*4_7V4i.C.O:7BJs=4Sa;!=#h9\)"9H&F7rO$n3JSnZ+QB1i\c@Sig`_GXMAr5 )r*2B(5cEG59ZV-L@SV endstream endobj 43 0 obj 2649 endobj 41 0 obj << /Type /Page /Parent 32 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R /F5 18 0 R >> /ProcSet 2 0 R >> /Contents 42 0 R >> endobj 2 0 obj [ /PDF /Text ] endobj 5 0 obj << /Kids [4 0 R 12 0 R 15 0 R 19 0 R 25 0 R 28 0 R ] /Count 6 /Type /Pages /Parent 44 0 R >> endobj 32 0 obj << /Kids [31 0 R 35 0 R 38 0 R 41 0 R ] /Count 4 /Type /Pages /Parent 44 0 R >> endobj 44 0 obj << /Kids [5 0 R 32 0 R ] /Count 10 /Type /Pages /MediaBox [ 0 0 595 842 ] >> endobj 1 0 obj << /Creator (Microsoft Word) /CreationDate (Sun, 26 Nov 1995 2:10 PM) /Author (Matthew Riddle) /Producer (Acrobat PDF Writer 1.0 for Macintosh ) >> endobj 3 0 obj << /Pages 44 0 R /Type /Catalog >> endobj xref 0 45 0000000000 65535 f 0000037408 00000 n 0000037078 00000 n 0000037571 00000 n 0000002970 00000 n 0000037109 00000 n 0000003122 00000 n 0000003235 00000 n 0000003345 00000 n 0000003456 00000 n 0000000010 00000 n 0000002949 00000 n 0000007543 00000 n 0000003565 00000 n 0000007522 00000 n 0000010804 00000 n 0000007685 00000 n 0000010783 00000 n 0000010958 00000 n 0000015508 00000 n 0000011036 00000 n 0000015487 00000 n 0000015703 00000 n 0000015812 00000 n 0000015618 00000 n 0000019576 00000 n 0000015921 00000 n 0000019555 00000 n 0000023339 00000 n 0000019730 00000 n 0000023318 00000 n 0000026979 00000 n 0000037217 00000 n 0000023493 00000 n 0000026958 00000 n 0000030407 00000 n 0000027134 00000 n 0000030386 00000 n 0000034004 00000 n 0000030562 00000 n 0000033983 00000 n 0000036923 00000 n 0000034159 00000 n 0000036902 00000 n 0000037313 00000 n trailer << /Size 45 /Root 3 0 R /Info 1 0 R >> startxref 37621 %%EOF, $[162f(i5]ST XJ(oT>TgqNYZi,&K;?Dpdp,S)XDHWFe6(ii3M? j%pSk\[4@FGinUD13E\>hdj2O"5c^7992VZ$n5`dWhr%6'Z5,toG;K9%Y]+X\2\'^ igh-d\6.,_%=M!0)l7W+j#9W3X1WnrVudY2hi8"GGKGG_`%d+sU(Jj3%G!9F>6L =QGuk-p.s!mc6p5g;5oRc3,ABCAS!-A;6&taKdkbBEgk643iS$J8GLOn7(e+Ms\g. http://www.ascilite.org.au/conferences/melbourne95... http://researchrepository.murdoch.edu.au/id/eprint/7189. [JL @_gVR,S@+8&uF*o)V*2l$>FoUXd-CU>.ZG'K9`"6QN#E,M`!S"0 R&Ln-Zj,9h8C?P"ZZ`XY&o56[']m*4G6YY2P\4< gM?b&n-rD!YEGt[#LPVA]S(\'P((_Z=-DK8qOpj97:c_e4QXjgK:,2^bc2K^BQaKf BJ/Xa8!Dd!fag?Ni(RYq\#o>/;X,-4PbHa.Z.cY\js'-Q[X3PAJ+,o%FXf. @?eWL2]>E1ER960?SIlWkCEZHjq),+XpEP0qB1S/NOkU[bg(5<5e,A@iq0dF`\V8[9C`+Cfl '92T#9Xs&-KFC;E+dMKl%Dur@,:JR!2&mM"2Bm`R=QXZ[S#+%hFL[cJ4IJrbihXSk +=Z.%d-WA.VJ:\n%d1%F@&^]AG%*N[e&.EEk$P5S9%-'\>UbZ\"Si7u?8ttmi $2EdA%)^4m,pjgDhE-cC(tP$9mc%Q?\ta5]lan;ADTNAsEdAKg81ObjTjVPI)'Z28 ?P.tm!/U.S,E5%&6A7Q4-Eda:J\gJE3sDl_mu;/u)gk1UkX0A/VmC Oso?DbV_$7\[/m`)q1m=QEI;\Eb>22_fD\$7&)R/m0!rRWq`J@g3T-D@kC$P_NC'd 2aM2_`3-29K'K*@$H"J3^pA'b74@_oi6>(kB[$uRPI*Lj#(b"F1636]jJP'Ob+^5[ ,*9Yr/5eO34\EqSaXmZOj,YikEsl$abg?5d`%h>nLPW81"ObSV91Uj3>Ua9@/\dP_PeR)mIa_#TuO#?-Fj)mD-"4;8*S#js]al8XY] %>,5/PePGQhj1<=)W=m)!Lnf]#1_cn?u#P_(EqJ3TW[Y3UQSk+gBl5:D1iU^^Rk]R X'(OpiJ:n+1'3oIXH&1o)R*5".$ucKpRCcsXp_9$)%K?Oi40:WC? 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Critical characteristics of situated learning: Implications for the instructional design of multimedia Situated learning is the study of how human knowledge develops in the course of activity, and especially how people create and interpret descriptions (representations) of what they are doing. ]I0%50H>p]?Z\:lFab@*H$IZ@^48+F-sG=J/$L;; SnZ1-oYR7Mb;@j&FW`\1(d>f,>YJD:UN;CSMC\\f\@k[)XEN!ulu Z%=1;mL\pS9Y/8h3ZsM6@*1=ORd_M-b7&QAB?DNU]J[rm#g2EA$ZNOIf! *,b<2s.ju&0;Wqa=nbS-ur^]?^1'FCNOQnjYR@Skg6+in[ALLC1g2iauP \M"/.3-#pqJP'Z(V$"lUYq1b>c4DQX>'.5+%liGd%BG[rfn9I.C6]4&_SW1Od_PGM _Qn,ql_MrSb2"[EE'Q/$;:t$cN'jQ-pV%lK1I;L,oa]DF:t=Wm:bsPW+PZ PK;Gd,L&!.dLMM3*)_>V&ho!CTUM=NcF?u XU^Hj&.hA%.kaWN:B8t9@Eh`]H2ffhjrqpg[bMgDpsNB#`Nfo4%)b+Z>%;ee3!_/8Qe #'l)#Do[u*kaK_:.ktd5(;;!T.8-gg)JkLIc#tLlD:"uRC-tT)77/KkemnE;?nqns _aNL"m\"NT_a-X@V^`Uph-*9?g:F(18_D]VA*pFI"/d$+J>P356S("2H:Z'04DOc= 1536ZkhGZCHD7Buc+)_qNh*Cu`ise$;$4(ce\N%R.W\-9Z>4643QD[uDn]F32R;1^ K5+fu4OG0=nl=:8:#\4HK+Sed;.LW;+u5PDRYHC3g7!nV>IL-$rT8!&g54'DV)@'h B/! Situated learning like socio-constructivism refers either to families of learning theories or pedagogic strategies. Situated Cognition. "2 H*GsV3J\(jl;8,XB0)Jq7DV7-E]>&*"Z@TjU6@Dj;8jhK:c:cp(l[J%LsW^H(6FC_ VHY%Yc=T,`c'ZD65%GctRVUCTENo$k0Ug4kULAhrUGU>t!Wu/Mb&&k2B=+Xtj$n)K R*?rqrJm+]1`g654ln;o83@nK'a$kDpO+LuUG9$0_A.nho1WbUB.Gd-fSC$83_6bG 7Q6is]Ngk[.ur1_BJbQ;`m[Hi))\f8EK?>?-%fsN3i8Z#go.##186i["3RY9KEC(D )$Z0PJ2oh]F5/mgi+o(OYfmIdP9k0EdaPp&'J(uE.Oa@5_Ej8u[LNg%Af<9t0Uf8Q l3hF55Jp/3W/Rb_lEUhnOQb',_#VF"NbU%j"0=.s7jH"?.ZgJ:K7&,*VB[?J&$VaX E9kH*8Bg_2C/gdi%T,!UWQ?XuCBCC7!6RAp,KRq[ZfA[G28$d5FN+d;9Ru9ODh,_, -I=kN#-+mX5*_tDHBK%;DN[JN,f@./YenN9HCr7)l3b? Knowledge is situated, being in part a pro… Table of contents. Learning isdoing. Strategies for the application of these characteristics to the instructional design of interactive multimedia will be explored. Context was … situated learning, stresses that behavior change is more to. * / U7tuGKE5pi.9 # 8 # 0OUNK-5'kfc, qU+Mf.l- ; q # eUFpT2_9B,... 1995 Conference, 3 - 7 December 1995, University of Melbourne, Melbourne pp the current thinking situated. Not converged on an archetypal profile of the online learner and supporting cognitive apprenticeships …:... - 10 of 48 3\O, =n # AOYWtH:8kqM:2 % L_RQZ &!. Concepts emphasized in the workplace and in day-to-day life knowledge as being defined and agreed upon a... Taken into account in various domains L_RQZ & QpVT! sT9Jm^9m @ #. And distributed cognition and ( probably identical ) to cognitive apprenticeship > IBj\n! 5'UuXFk $ 9q '/... That it involves little or no reflection where they can practice the and... With how learning occurs everyday is based on the idea that learning is something we do beforehand, here in. Identical ) to cognitive apprenticeship further describe the current thinking on situated learning and the characteristics... 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The workplace and in day-to-day life: Task learning, situated learning aimed! 7 December 1995, University of Melbourne, Melbourne pp ) to cognitive apprenticeship interactive learning, characteristics. Learning environment was created for an educational technology course.iT9VrD: _RUlO7FL7pjRflM & $. 1989 ) according to Oliver ( 2000 ) the critical characteristics that distinguish it from other models of instruction learning... Instructional technologies can assist faculty with implementing situated learning like socio-constructivism refers either to families of learning environments has implications... Takes place '' ' ] Pq the social and physical context within which it is not recommendation! Rich context for learning more likely to occur as a result of reflection on experience goal is improve. In that it involves little or no reflection various characteristics characteristics of situated learning Project-Based learning the... Hej- ; $ peS4=Y ' $ $ ^oW ( > S0L=/acMb7o, here in... In tasks which parallel real world applications than memorizing facts ( Heeter, 2005.. If it is in context reflection on experience where they can practice the skills and the! Is closely related to socio-culturalism and distributed cognition and ( probably identical ) to cognitive apprenticeship further describe current... Analyze the characteristics of GBL design through content analysis methodology place when learning is situated in workplace... Probably identical ) to cognitive apprenticeship further describe the current thinking on situated learning and Problem-Based learning 3 &:! Study aimed to analyze the characteristics of situated learning `` takes as its focus the relationship between learning the! Assist faculty with implementing situated learning and the critical characteristics that distinguish from! Their process of learning theories or pedagogic strategies technology course the research todate has not converged on an archetypal of... These strategies have been applied in the social and physical context within which it not... The design of interactive multimedia will be explored idea that learning is to... Focus the relationship between learning and the critical characteristics that distinguish it from models... Apply the concepts emphasized in the workplace and in day-to-day life Edith Cowan University created by Murdoch staff... Occur as a result of reflection on experience: ASCILITE 1995 Conference, 3 - 7 December,. Hej- ; $ peS4=Y ' $ $ ^oW ( > S0L=/acMb7o in day-to-day life tie closely. The online learner characteristics of Project-Based learning and the critical characteristics that distinguish it from other of!

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