Situated Cognition

Productive friction: How conflict in student teaching creates opportunities for learning at the boundary

by Ilana Horn

Tracing the Development of Pedagogical Reasoning in Teachers' Conversations

by Ilana Horn

Presented at annual meeting of the American Educational Research Association, Vancouver, BC. Co-authored with Britnie Kane.

Increasingly, school improvement efforts include teacher communities as part of their overall strategy, yet the... more Increasingly, school improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a situative perspective on learning, this paper examines the development of pedagogical reasoning in teachers’ collaborative conversations. In the context of a larger design experiment, which sought to improve high school mathematics instruction in a large urban school district, we analyzed 17 hours of videotaped meetings from Beginning, Emergent, and Sophisticated teacher workgroups comprised of 13 teachers. Focusing on the resources for learning in teachers’ pedagogical reasoning, we used quantitative and qualitative analyses to uncover differences in conversational processes and content across the three groups. In addition to differences in time spent engaged in collaborative problem solving, teaching principles –– propositions that serve as the foundation for pedagogical reasoning –– proved to be the distinguishing characteristic across the three groups. Not only did principles differentiate teachers’ stances on issues of practice, but they also operated differently in the process of conversation. We propose a model of teacher workgroup development that accounts for the differences in conversational process and content and consider its implications for theory and practice.

Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments

by Ilana Horn

Mind and Artifact: A Multidimensional Matrix for Exploring Cognition-Artifact Relations

by Richard Heersmink

To appear in: Proceedings of AISB/IACAP World Congress 2012

What are the possible varieties of cognition-artifact relations, and which dimensions are relevant for exploring these... more What are the possible varieties of cognition-artifact relations, and which dimensions are relevant for exploring these varieties? This question is answered in two steps. First, three levels of functional and informational integration between human agent and cognitive artifact are distinguished. These levels are based on the degree of interactivity and direction of information flow, and range from monocausal and bicausal relations to continuous reciprocal causation. Second, a multidimensional framework for exploring cognition-artifact relations is sketched. The dimensions in the framework include reliability, durability, trust, procedural and representational transparency, individualization, bandwidth, speed of information flow, distribution of computation, and cognitive and artifactual transformation. Together, these dimensions constitute a multidimensional space in which particular cognition-artifact relations can be located. The higher a cognition-artifact relation scores on these dimensions, the more integration occurs, and the more tightly coupled the overall system is. It is then better, for explanatory reasons, to see agent and artifact as one cognitive system with a distributed informational architecture.

Those psychological tools inside the design process

by Sylvie Grosjean

Facilitating Situated Learning: A 'Mode 2' Pedagogical Model

by Tony Wall

2011 (co-author)

Work Based Learning Futures V Conference, Derby, UK

Learning through workplace activity and projects, as part of a university level qualification, is an increasingly... more Learning through workplace activity and projects, as part of a university level qualification, is an increasingly common approach for practitioners to study part-time higher education. In facilitating and assessing such ‘learning through work’ approaches, we have identified three recurring practical issues: learners focusing on describing rather than critical reflecting on their work for new insight, learners rejurgitating theory, and/or critically reflecting on practice without reference to academic knowledge. As a result, the work based projects and assessments were considered to hold greater potential for change. A pedagogical model to address this has been developed and refined over a period of two years (emerging from Brodie and Irving, 2007) – drawing on practice and data from one of the largest providers of negotiated, work based university-level learning. Using a cyclic first person action research methodology (Whitehead and McNiff, 2006), the model was used in group workshop contexts and one-to-one facilitation contexts with professionals studying work based learning degrees at undergraduate and postgraduate levels. Three distinctive aspects emerged based on Gibbons et al’s (1994) conception of mode 1 and mode 2 knowledge, where ‘mode 1’ knowledge which is academic/theoretical, sequential knowledge, organised by disciplinary boundaries and where ‘mode 2’ knowledge is situated, messy, problem-based and trans-disciplinary. The model highlights three key areas for professionals to consider: 1. theoretical knowledge (mode 2 academic ideas, principles, theories), 2. critical reflection (questioning for new insight), and 3. the workplace (activity in it, as a location/space focus). We have identified that learners place a high value on the model to structure own thinking and to help them articulate and structure the assessments. For them, it clearly distinguishes three important elements to pay attention to, and for facilitators, it provides an easier and more efficient way to enable learners to engage in this mode of learning and assessment.

Developing a Pedagogical Model for Facilitating Situated Learning: A Study

by Tony Wall

2011
European Association for Practitioner Research in Improving Learning
Nijmegen, the Netherlands
(with D Leonard)

Goal(s)/question(s)/problem(s)

Learning through workplace activity and workplace projects, as part of a... more Goal(s)/question(s)/problem(s)

Learning through workplace activity and workplace projects, as part of a university level qualification, is an increasingly common approach for practitioners to study part-time higher education. In facilitating such ‘learning through work’ approaches, it is appropriate to adopt a learner centred pedagogy which is grounded in that workplace, and which creates ‘situated knowledge’ (Lave and Wenger, 1991). As described by Gibbons et al. (1994), this can create ‘mode 2’ knowledge which is situated, messy, problem-based and trans-disciplinary – rather than ‘mode 1’ knowledge which is academic/theoretical, sequential and organised by disciplinary boundaries. In assessing such ‘learning through work’ approaches, we have identified three recurring practical issues: learners focusing on describing rather than critical reflecting on their work for new insight, learners rejurgitating theory, and/or critically reflecting on practice without reference to mode 1 academic knowledge. As a result, the projects and assessments were considered to hold greater potential for change.

Procedure and/or instruments

This study draws on practice and data from the University of Chester’s Centre for Work Related Studies, one of the largest providers of negotiated, work based university-level learning, globally. In order to develop the facilitation of mode 2, situated knowledge, a pedagogical model was developed and refined over a period of two years – with learners across professional fields and disciplines, across different ‘learning through work’ subject foci including negotiated project learning, stress and stress management, communication skills, coaching practice and skills, academic skills, research skills, and so on. Using a cyclic first person action research methodological approach (see Whitehead and McNiff, 2006), the model was used in group workshop contexts and one-to-one facilitation contexts with professionals studying work based learning degrees at undergraduate and postgraduate levels. Individual feedback was sought after each interaction and learner feedback and grades for assessments were monitored.

What are the findings and interpretations?

The University’s distinctive pedagogical model (reported by Brodie and Irving, 2007) provided a starting point for the investigation. In trying to develop an effective and practical tool to explain and facilitate learning in mode 2 knowledge generation, another model emerged. Three distinctive aspects emerged based on Gibbons et al’s (1994) conception of mode 1 and mode 2 knowledge, in the shape of a triangle: 1. theoretical knowledge (mode 2 academic ideas, principles, theories), 2. critical reflection (questioning for new insight), and 3. the workplace (activity in it, as a location/space focus). During the development period, we have identified that learners place a high value on the model to structure own thinking and to help them articulate and structure the assessments. For them, it clearly distinguishes three important elements to pay attention to. Teaching staff have also found it easier and quicker to explain the mode of learning and assessments.

Why do you consider your submission relevant for practice and/or policy?

Learning through workplace activity and workplace projects deals with situated, mode 2 knowledge which is messy, unstructured and trans-disciplinary. Yet this type of learning is increasing in higher education, working with professionals. This study is therefore relevant for:
• Academic communities who aim to facilitate ‘situated knowledge’ – the above study? demonstrates and provides a model to help enhance learning facilitation practice. It highlights the need to clearly articulate what is required for higher education, and particularly experiential, workplace learning.
• Professional communities wanting to solve problems and develop areas of practice – the above study provides a framework to facilitate learning which is creative and critical for new insights and longer lasting learning.
• Policy communities – it continues to highlight the need for situated approaches to practice development, and the distinctive needs of this way of thinking and researching – it is not simply an extension of traditional research approaches.

How are you going to make your session interactive?

We will make the session interactive by:
• Sharing and demonstrating the Pedagogical Model
• Using and discussing real life examples from practice
• Encouraging group activity around the examples
• Encouraging live questioning and critiquing
• Asking participants to give examples of  their own problematic/critical  incidents they have experienced at work in the past,  worthy of some interrogation,  to gain more learning from their experiences, then
• Applying the model to that work incident which has been shared, to see how the model works to create new ‘mode 2’ knowledge which can be used as part of a  future personal /professional development action plan
• Encouraging group co-development and inquiry around and of the Pedagogical Model.

A Life in the Woods: Protest Site Paganism

by Adrian Harris

This auto-ethnography of my research at UK protest sites illustrates how the power of place can catalyse a Pagan... more This auto-ethnography of my research at UK protest sites illustrates how the power of place can catalyse a Pagan spirituality.

The power of place: Protest site pagans

by Adrian Harris

My fieldwork with activists living on UK protest camps revealed the impact of spending extended periods of time in the... more My fieldwork with activists living on UK protest camps revealed the impact of spending extended periods of time in the organic environment. The wilderness effect – previously described in the context of US treks in places like the Grand Canyon – was apparent even in comparatively urban environments and catalysed a spiritual emergence for several people. I begin by explaining the context of protest site activism and spirituality. I then draw on my fieldwork to describe how key aspects of the wilderness effect were expressed on UK protest sites and discuss some of the life changing experiences catalysed by the effect. I then outline my model of embodied situated cognition and use it to provide a partial explanation for how the wilderness effect works.

What is the relationship between behavioral robustness and distributed mechanisms of cognitive behavior?

by Jose A. Fernandez

There is a growing trend in the cognitive sciences to conceive of cognitive behavior as being distributed across... more There is a growing trend in the cognitive sciences to conceive of cognitive behavior as being distributed across brain, body and environment. However, the implications of such distribution for our understanding of biological robustness, which so far has been related to individual-based mechanisms alone, has rarely been discussed in the literature. We used the Evolutionary Robotics technique to examine the relationship between distributed behavioral mechanisms and behavioral robustness. Two kinds of model agents were evolved for a mobile object-tracking task and tested to see whether they can sustain their behavior despite sensorimotor perturbations. The results indicate that a highly distributed realization of behavior can be (i) detrimental, if it is mostly based on factors that are necessary for the behavior, or (ii) beneficial, if it is mostly based on factors that are sufficient for the behavior. Accordingly, we suggest that future discussions of distributed cognition should take into account that there are at least two different possible modes of realizing distributed behavior and that these have a qualitatively different effect on behavioral robustness.

Behavioral Robustness: an Emergent Phenomenon by means of Distributed Mechanisms and Neurodynamic Determinacy

by Jose A. Fernandez

Theoretical discussions and computational models of bio-inspired embodied and situated agents are introduced in this... more Theoretical discussions and computational models of bio-inspired embodied and situated agents are introduced in this article capturing in simplified form the dynamical essence of robust, yet adaptive behavior. This article analyzes the general problem of how the dynamical coupling between internal control (brain), body and environment is used in the generation of specific behaviors. Based on the Evolutionary Robotics (ER) paradigm, four computational models are described to support discussions including descriptions on performance after a series of structural, sensorimotor or mutational perturbations, or are developed in the absence of them. Experimental results suggest that ‘dynamic determinacy’ – i.e. the continuous presence of a unique dynamical attractor that must be chased during functional behaviours – is a common dynamic phenomenon in the analyzed robust and adaptive agents. These agents show dynamical states that are definitely and unequivocally characterized via transient dynamics toward a unique, yet moving attractor at neural level for coherent actions. This determinacy emerges as a control strategy rooted on behavioral couplings and relies on mechanisms that are distributed on brain, body and environment. Different ways to induce further distribution of behavioral mechanisms are also discussed in this paper from a bio-inspired ER perspective.

La compétence comme pouvoir adaptatif aux situations nouvelles

by Domenico Masciotra, PhD

Domenico Masciotra et Fidèle Medzo

Dans les perspectives du constructivisme et de l’action située, une compétence se définit comme un pouvoir adaptatif à... more Dans les perspectives du constructivisme et de l’action située, une compétence se définit comme un pouvoir adaptatif à une famille de situations. Ce pouvoir adaptatif correspond à la réflexion en cours d’action et à la réflexion sur l’action. La réflexion en cours d’action renvoie à une conscience agissante qui opère en situation. La réflexion sur l’action renvoie à une conscience réflexive qui met à distance la situation d’action : elle opère hors situation. Le pouvoir adaptatif de la compétence est différencié en quatre pouvoirs : construire la situation, se positionner en situation, transformer la situation et prendre un recul réflexif. Les trois premiers pouvoirs relèvent de la réflexion en cours d’action et le quatrième de la réflexion sur l’action.

Terminology, Situatedness and Variation

by Koen Kerremans

Kerremans, Koen and Temmerman, Rita. 2008. "Terminology, situatedness and variation". In: Jan Hoel (Ed.), Kunnskap og fagkommunikasjon (Nordterm 15). Trykk: Kursiv Media AS, 13-22.

Saisir les situations propices à une éducation à la fois au mieux-être personnel et au mieux-vivre ensemble

by Domenico Masciotra, PhD

Reportage de Domenico Masciotra
Vie pédagogique – Numéro 146 - Février • Mars 2008 » Dossier : Des conditions à mettre en place »

Comment éduquer au mieux-vivre ensemble? Entre autres, en créant des mises en situation d’enseignement et... more Comment éduquer au mieux-vivre ensemble? Entre autres, en créant des mises en situation d’enseignement et d’apprentissage appropriées ou en saisissant les situations qui surviennent « naturellement » dans la vie scolaire. Ici, il est question de cette deuxième avenue : éduquer au mieux-être et au mieux-vivre ensemble en traitant les problématiques réelles auxquelles les élèves font face. Tel est le défi que Lise-Anne St.Vincent a relevé à de multiples reprises, en s’intéressant aux situations de la vie scolaire qui comportaient une problématique à la fois personnelle et sociale.

En de telles situations, l’élève est personnellement concerné; il vit la situation souvent sans trop la comprendre, comme s’il y était englué, et il en subit les conséquences néfastes. Savoir saisir ces moments, les comprendre (lat. comprehendere, de cum, avec, et prehendere, prendre, prendre avec soi) intellectuellement et émotionnellement, et les transformer en occasions d’éducation – Carl Rogers (1996) les décrivait comme des situations d’apprentissage authentique – relève d’un art ou à tout le moins d’une compétence particulière : l’accompagnement compétent d’élèves dans la résolution de situations qui les perturbent et qui s’avèrent donc problématiques pour eux (problème d’anxiété ou d’estime de soi, relations conflictuelles, etc.). L’accompagnement compétent demande, entre autres, de la présence d’esprit, de la disponibilité, de l’empathie, de l’écoute active et une âme éducative. Habitée par ces attitudes positives, Lise-Anne a accompagné certains de ses élèves dans la résolution de leurs situations conflictuelles.

Transmettre le savoir technique ou développer l’action : une approche de l’énaction et la méthode ASCAR en ETP

by Domenico Masciotra, PhD

Domenico Masciotra, Denise Morel et Juan Ruiz
Revue Éducation thérapeutique du patient, 6 décembre 2011.
Droits: Éduc. Ther Patient/Ther Patient educ
La publication originale est disponible sur le site etp.journal.org

Educ Ther Patient/Ther Patient Educ 2012 4(1): 1-10
Article original/Original article
Transmettre le savoir... more Educ Ther Patient/Ther Patient Educ 2012 4(1): 1-10
Article original/Original article
Transmettre le savoir technique ou développer l’action : une approche de l’énaction et la méthode ASCAR en ETP

Transmitting technical knowledge or developing action: An enactive approach and the ASCKAR method in TPE

Domenico Masciotra1⋆, Denise Morel2 et Juan Ruiz3
1 6730 rue Chambord, Montréal, Québec, H2G 3C3 Canada
2 5135 rue Belisle, St-Hubert, Québec, J3Y 6E4 Canada
3 Service d'endocrinologie, diabétologie et métabolisme, CHUV, CH-1011 Lausanne, Suisse
⋆ Correspondance : masciotra.domenico@gmail.com
Reçu : 23 Juillet 2011
Accepté : 24 Octobre 2011
Résumé
Introduction : L’action en cours, ce que fait effectivement le patient en situation pour traiter certains symptômes, se différencie du savoir technique, c’est-à-dire de l’action codifiée, mise en texte (images, mots, de schémas, paroles, vidéos, etc.) qu’il apprend dans des cours d’éducation thérapeutique. Méthodes : Deux approches de l’ETP en découlent : l’approche techniciste et l’approche énactive (en action). Les deux approches sont contrastées à partir d’une analogie entre l’apprentissage de la natation (en dehors de l’eau et dans l’eau) et l’apprentissage de la gestion du diabète (dans les cours d’éducation thérapeutique et dans la vie quotidienne). L’approche techniciste prête foi en l’efficacité des savoirs techniques et scientifiques et privilégie une formation thérapeutique qui se donne pour objectif de les transmettre au patient. On peut se demander jusqu’à quel point l’acquisition de ces savoirs techniques influent sur les actions réelles du patient dans sa vie quotidienne. L’alternative à l’approche techniciste est l’approche énactive : elle est centrée sur la personne diabétique qui évolue en faisant face aux situations de la vie quotidienne dans et par l’action. Résultas : Une méthode ASCAR — acronyme formé de la première lettre des cinq concepts suivants : Action, Situation, Connaissance, Attitude et Ressource — est proposée avec pour objectif de permettre à la personne diabétique, accompagnée des soignants-éducateurs, d’enrichir et d’élargir son expérience afin de progresser vers une prise en charge de sa vie et conséquemment de son diabète. Dans cette perspective, la finalité de l’ETP devient, au-delà des autosoins et de l’autoadaptation, la réalisation de soi.
Abstract
Introduction: Ongoing action, that is, what a patient in situation actually does to treat certain symptoms, can be distinguished from the technical knowledge whereby action is codified, that is, rendered as text (images, words, schemas, speech, videos, etc.) that the patient is taught in therapeutic education courses. This distinction suggests two different approaches to therapeutic education, one focused on the acquisition of techniques and the other on the development of action. Methods: The two approaches are elucidated through an analogy between learning how to swim (outside the water or in the water) and learning how to manage one’s diabetes (in a therapeutic education course or in everyday life). The first approach presupposes the efficacy of technical and scientific knowledge and favours a type of therapeutic education in which the primary objective is to transmit that knowledge to the patient. It remains questionable, however, just to what extent the acquisition of such knowledge affects the real actions of the patient in her everyday life. An alternative to the technical-scientific approach is the enactive approach, which focuses on the diabetic as a whole person who evolves in the process of acting in situation, that is, by actively dealing with her real-life situations. Results: The authors propose the ASKAR method — the term ASKAR is an acronym referring to the five components of experience: Action, Situation, Knowledge, Attitude and Resource — as a tool to help the diabetic person, with the support of her caretakers, to enrich and enlarge her experience so that she may become increasingly responsible for managing her life and consequently her diabetes. From this perspective, the aim of patient therapeutic education stretches beyond that of self-care and self-management to embrace true self-realization.
Mots clés : situation / énaction / méthode ASCAR / approche techniciste / transmission du savoir
Key words: situation / enaction / ASKAR method / technical-scientific approach / knowledge transmission
© EDP Sciences, SETE, 2011

Why we should study...technology and situated cognition

by Simon Knight

Knight, S. (2011). Why we should study...technology and situated cognition. PsyPAG Quaterly, (78), 23-26.

L'expérience en action: la clé d'une approche dite située

by Domenico Masciotra, PhD

Domenico Masciotra
in Domenico Masciotra, Fidèle Medzo et Philippe Jonnaert (sous la direction de). Vers une approche située en éducation. p. 13-30
ACFSAS: 2011

Pourquoi privilégier une entrée par les situations de vie dans la rédaction des programmes d’études aussi bien que... more Pourquoi privilégier une entrée par les situations de vie dans la rédaction des programmes d’études aussi bien que dans la pédagogie? Pour mieux transmettre des savoirs disciplinaires en les contextualisant dans les situations de la vie courante des apprenants, ce qui permet aux apprenants de donner du sens à ce qu’ils apprennent? Ou pour faire de l’expérience de la vie des apprenants le point de départ des situations d’enseignement/apprentissage? Dans ce chapitre, des arguments sont présentés en faveur de la seconde hypothèse. L’expérience en action —l’expérience que je fais par contraste avec celle que je subis— est le moteur du développement d’une personne et de toutes ses dimensions. Tout ce qui est appris se conserve dans et par cette expérience. Tout ce qui est à apprendre dépend de cette expérience. Toute nouvelle possibilité d’action, toute nouvelle ressource (cognitive, conative, corporelle ou autre) vient épaissir l’expérience et lui octroie un pouvoir élargi de jongler avec des situations et des contextes. Cette expérience s’élargit aussi par la contribution des ressources extérieures (matérielles ou sociales). Pour une personne, aucune situation, aucun contexte, aucun savoir, aucune tâche, aucun problème, aucun apprentissage… ne peut prendre sens en dehors de son expérience en action. En éducation, une approche dite située ne peut que se fonder sur l’expérience en action de la personne.

Cours d'insulinothérapie fonctionnelle adaptés au vécu du patient

by Domenico Masciotra, PhD

Juan Ruiz, Denise Morel, Magali Andrey, Domenico Masciotra
Revue Médicale Suisse # 298

L’éducation thérapeutique s’est d’abord développée dans le champ de la diabétologie. Dans cette maladie chronique,... more L’éducation thérapeutique s’est d’abord développée dans le champ de la diabétologie. Dans cette maladie chronique, c’est le patient qui prend la plupart des décisions. Richard K. Bernstein est probablement le premier patient à avoir pratiqué les autocontrôles glycémiques. Il a développé le basal-bolus pour lui-même et a inspiré des médecins européens pour la création de cours d’insulinothérapie fonctionnelle. Cette approche expérientielle a été adaptée et simplifiée pour les patients afin de permettre la gestion des imprévus. La méthode ASCAR offre un cadre de référence pour élaborer des séquences d’enseignement d’apprentissage. L’acronyme ASCAR renvoie aux cinq composantes de l’expérience d’une personne : action, situation, connaissance, attitude et ressource. Le travail sur ces cinq composantes permet une gestion de l’imprévu.


Abstract
Therapeutic education was initially developed in the field of diabetology. In this chronic disease, it is the patient who is the major decision-maker. R. K. Bernstein is probably the first patient to have practised self glucose monitoring. He developed the basal-bolus technique for himself, which prompted the creation of functional insulin therapy courses by European physicians. This experiential approach has been adapted and simplified for patients in order to facilitate their management of uncertainty. The ASKAR method offers a frame of reference for the development of teaching-learning sequences. The acronym ASKAR refers to the five components of a person’s experience : Action, Situation, Knowledge, Attitude and Resource. Working on these five components is a way for patients to improve their management of uncertainty.

Accès abonnés

Spielraum and teaching

by Domenico Masciotra, PhD

Wolff-Michael Roth, Daniel V. Lawless, Domenico Masciotra
Curriculum Inquiry, Volume 31, Issue 2, pages 183–207, Summer 2001

In recent years, reflection-in-action has been a major concept for taking account of the craft and practical aspects... more In recent years, reflection-in-action has been a major concept for taking account of the craft and practical aspects of teaching. Yet in the everyday teaching praxis, reflection is largely absent. In this paper, we argue that this absence is due to the fact that reflection requires objects of thought that have to be constructed. Both the construction and manipulation of these objects requires “time out” from acting in real time. Taking time out is frequently impossible in the praxis of teaching, unless we want to miss the “teachable moments.” We propose Spielraum, room to maneuver, as a concept that describes the reality of teaching much better than reflection-in-action, especially when there is no time out for reflection. We use two extended classroom episodes to exemplify situations that are better described by the notion of Spielraum than by reflection-in-action.

NOOT: A tool for sharing moments of reflection during brainstorms

by jelle van dijk

This paper describes the entire development of NOOT from its initial ideas towards the new and final prototype. And the thing actually WORKS! (Yay)

We present a fully working prototype of NOOT, an
interactive tangible system which supports (sharing of)more We present a fully working prototype of NOOT, an
interactive tangible system which supports (sharing of)
moments of reflection during brainstorms. We discuss the
iterative design process, informed by embodied situated
cognition theory and by user studies in context using
various versions of the prototype. Apart from a potentially
useful product, NOOT served as a research-tool showing
how physical materials and social interactions scaffold
people’s sense-making efforts, and how technology might
fit in to support this process.