Situated Learning

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

Attending to Problems of Practice: Routines and Resources for Professional Learning in Teachers' Workplace Interactions

by Ilana Horn

Fast Kids, Slow Kids, Lazy Kids: Framing the Mismatch Problem in Mathematics Teachers� Conversations

by Ilana Horn

Horn & Campbell Mediated Field Experience as a Pedagogy for Teacher Education

by Ilana Horn

Division K Interactive Poster Session from AERA 2012 in Vancouver, BC

Learning from our lives

by John Field

Published in Routledge International Handbook of Learning, 2012

As individuals, we value our ability to learn productively from such everyday experiences as going about our work,... more As individuals, we value our ability to learn productively from such everyday experiences as going about our work, caring for our family, encountering friends and neighbours, experiencing illness, enjoying sports and hobbies, or sitting around relaxing. And this capacity matters. In this chapter, I suggest that our capacity for learning from our lives is also a major influence on who we are (our ‘identity’) and how we live with others. More immediately, it can help us earn a living, avoid injury, make and repair things, plan ahead and deal with llife’s crises. At a wider level, it helps to shape our social relationships and our economic position.

Collaborative learning and game development in the social context: Localizing Global Game Jam

by Shinji Yamane

edited and submited in Jan. 2012

Creating digital games can help people learn collaboratively. Recent advances in game education allow for experimental... more Creating digital games can help people learn collaboratively. Recent advances in game education allow for experimental game development in a short time period with low cost. To examine the possibilities of game development and learning, we focus on the recent ``game jam'' approach in collaborative game development. As the concept of game jam becomes well-known these days, however, its historical development, goals, and strategies have not yet been explored.
To bring game jam into the education and learning, we first look at its historical development and key concept referncing Global Game Jam, the biggest annual game jam in the world, and then we discuss cases of ``localized'' Global Game Jam--style events and embedded in the social context of a region.

Artemeva, N. (2011)."An Engrained Part of My Career": The Formation of a Knowledge Worker in the Dual Space of Engineering Knowledge and Rhetorical Process. (pp. 321-350).

by Natasha Artemeva

In D. Starke-Meyerring, A. Paré, N. Artemeva, M. Horne, & L. Yousoubova. (Eds.). Writing in Knowledge Societies. Perspectives on Writing. Fort Collins, Colorado: The WAC Clearinghouse and Parlor Press. Available at http://wac.colostate.edu/books/winks/

An Accelerated Practitioner Research Approach (APRA) for Leaders and Managers

by Tony Wall

2011 (co-author)

Work Based Learning Futures V Conference, Derby, UK

Negotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level... more Negotiated work based learning pedagogies can be used to successfully engage busy professionals in higher level learning at universities, across professions and disciplines. Within this approach, professionals become familiar with designing, implementing and evaluating work based projects which contribute towards their degree. Yet when these professionals move from the familiar work based learning approach to ‘research’ (and particularly ‘insider-research’), they can experience significant challenge. There are a number of reasons for this: perceptions of (and beliefs about) ‘research’ as being objective/from the outside, diversity of approaches and language in research texts – and most significantly – the ‘extra layer’ of thinking of persuasive systematic inquiry (including focus, rigour and validity). In order to overcome this challenge, an accelerated approach has been developed and tested in practice to enable professionals to design rigorous practitioner research. An action research approach approach, drawing on appreciative inquiry and grounded theory, involved peer questioning, validation and idea development. Each cycle generated a new set of tools and approaches over time, including the design of a new ‘core process’, key questions, faciliated workshop, learning materials and re-development of the module specification. Within the ‘situated’ model, the professional starts/focuses on problems or areas for development in their own practice (not academic ‘gaps’) and adopts a ‘critical-practical’ philosophical lens. The ‘core process’ includes the professionals: in stage 1, reviewing context for desirable changes, reviewing external sources for insight and direction, and defining research purpose and research questions; and in stage 2, defining research approach, data collection and data analysis methods. We have found the following changes so far: professionals are more confident in designing and critiquing practitioner research; research designs are more focused, persuasive, realistic, rigorous and focused on ‘situated knowledge’; and designs are more strategically located within organisations. We also expect greater strategic impact when the designs area implemented.

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.

Walking with Victor Turner: A Theater-Making Immersion Event

by Gerard (Jerry) Boland

Les communautés de pratiques : note de synthèse

by Vincent Berry

Berry Vincent, « Les communautés de pratiques : note de synthèse », Pratiques de formation : Analyses, n°54, mai 2008, pp. 12-47.

Cet article est une présentation de la théorie des communautés de pratique. Il s’intéresse non seulement à la théorie... more Cet article est une présentation de la théorie des communautés de pratique. Il s’intéresse non seulement à la théorie elle-même, à ses modèles et ses concepts mais également à la façon dont elle s’est développée au cours de son histoire.

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.

La compétence revisitée dans une perspective située

by Domenico Masciotra, PhD

Domenico Masciotra, Philippe Jonnaert et Claude Daviau
Draft only
For information: masciotra.domenico@gmail.com

La compétence est définie comme un pouvoir adaptatif développé par la personne en situation durant toute son... more La compétence est définie comme un pouvoir adaptatif développé par la personne en situation durant toute son existence. Les liens entre compétence et situation ne sont pas suffisamment explicités dans la littérature. La notion de compétence est donc revisitée dans le cadre de diverses perspectives situées : action située, cognition située, cognition distribuée, intelligence distribuée, intelligence collective et énaction. Chacune de ces perspectives permet de reconnaître des caractéristiques de la compétence : elle peut être individuelle ou collective; elle est aussi distribuée, en ce sens qu’elle n’est pas exclusivement cognitive mais relève aussi des éléments de la situation; elle est enfin énactée.

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.

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

From page to stage: How theories of genre and situated learning help introduce engineering students to discipline-specific communication

by Natasha Artemeva