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 (agents) 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:
(Seminar Format):
Applied Project & Report 25%
In-Class Reading Presentations, discussion, and contribution to
collaborative database 50%
Final Exam 25%
Project (25%)
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, scaffolding,
and anchored instruction should be addressed. This learning environment
should be appropriate to 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 propsed
implementation with technology or in the real world (feasibility),
and on its connection to the theoretical framework of situated
learning. An in-class presentation, time limited (depending on
class size- but not to exceed 15 minutes), that summarizes your
proposed context is scheduled for mid April.
(50%)
Each student will be required to present in-class 3 (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.
(25%)
This one may be obvious: there will be a comprehensive written
final examination, in a take-home format, addressing one or more
issues of situated learning as covered by the readings or possibly
a reading will be assigned with a question associated.
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 Periferal
Practice.New York: Cambridge U. Press. ISBN# 0-521-42374-0
Reading List
Online Resources:
Brent Wilson's course at U. Colorado- Denver.
Week 1: (Jan 20)
Introduction to Sit Cog, Expectation, and Course design, Anchored
Instruction as context.
CTGV
(1990, 1993, 1994)
Week 2: (Jan 27)
Note: Last week Robin wanted to distiguish motor skills from intellectual
skills (much like Gagne and other infor processor-types do)...
so consider this brief paper.
Brown, Collins, & Duguid (1989).
Rick
Bredo (1994) Reconstructing EPSY Hayley
Greeno (1989) Tom
Collins, Brown & Newman (1989).
- Cognitive Apprenticeship. John T
Week 3: (Feb 3)
SCANS
Lave (chapters 3 and 4) Lei
Week 4: (Feb 11)
Lave Book (chapters
1 and 2) [link by Kearsley's TIP database]
John T
Cognitive Science (1993), 17(1). Special Issue: Situated Action.
Soon-Nam
Greeno (1997) Kelly
Kirshner (chapters 2, 3, 5). John H.
Week 5: (Feb 18)
Whitehead (1929) - Why situate learning? Hayley
Metz (1995) Reassessing Piaget and developmental constraints.
Greeno (1998) Kelly
Shaw et al. (1992). The intentional spring... situated teaching.
Mike
Week 6: (Feb 25) -CANCELED due to weather
Week 7: (Mar 4)
Young, Kulikowich & Barab (1997) John H
Young & McNeese (1995) Sit Cog approach to Problem Solving.
Chun
Roschelle & Clancey (1992) Learning as social and neural.
PG
DROPPED (only abstract available) Law (online) John T
Week 8: (Mar 11)
Gibson (1986).
(see also Ecological Psychology).
[link by Kearsley's TIP database]
Roth (1996) John T
Griffin (1995) Situated learning(????) and map skills. Robin
Dent (1990) - language development (eco perspective) PG
Project Prelim proposals- discussion
Kirshner (Chun 6),
(Mar 17th Break)
Week 9: (Mar 25)
Kirshner (Robin 11)
Clancey (1997) PG
Week 10: (Apr 1)
Guest presentation (Dan Kinneman)
Soloman, Perkins, & Globerson - Using intelligent technologies
Robin
Shepard (1984). Lei
Kirshner (Tom 8)
Proposal Draft (check on progress Presentation & write-up)
Week 11: (Apr 8)
Chun (Chap 2)
Kugler et al (1991) - the role of attractors
Week 12: (Apr 15)
Project Presentations (final)
Week 13: (Apr 22- Note AERA) WebBoard
discussion of readings
Catch-up on any readings missed to date
diSessa (1988). Educated in 2020.
Dewey (1939). - Book
Week 14: (Apr 29)
Final Exam
