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What is Situated Cognition

Chapter 2
Encyclopedia of Information Technology Curriculum Integration
Situated cognition emphasizes studies of human behavior that have “ecological validity.” In other words, situated cognition takes place in real situations (for instance, outside the laboratory). In more traditional laboratory, studies of (for example) how people behave in the workplace, real-world complications such as personal interruptions, office politics, scheduling constraints, private agendas, and so forth, are generally ignored, even though these necessarily change the nature of the activities. Situated cognition attempts to integrate these complexities into its analytic framework.
Published in Chapter:
Active Learning Online
Viktor Wang (California State University - Long Beach, USA)
Copyright: © 2008 |Pages: 5
DOI: 10.4018/978-1-59904-881-9.ch002
Abstract
Learning does not take place in a vacuum. Learning takes place in any type of environment, including online. The purpose of this article is neither to solely study active learning for its own sake nor to present an analysis of active online learning. It is rather an attempt to examine the relationship between active learning online and learners’ intellectual growth and development. Towards this end, this article’s background covers active learning and learners’ intellectual growth and development. The next section is devoted to how various learning theories can make active learning occur online; hence, learners’ intellectual growth and development. The last section of the article seeks to make a summary of this article and point out some future directions for active learning online. As modern institutions launch more and more online learning programs, what concerns educators and parents is whether active learning will occur online. Unless active learning occurs online (or growth and development occur online), online learning will lose its true meaning in this knowledge society and information age we currently live in.
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Chapter 25
How CyberCoaching System Works
Thinking and learning occur in the context of using knowledge and skills to complete a task (e.g., solving a problem).
Published in Chapter: How CyberCoaching System Works; From: Handbook of Research on Instructional Systems and Technology
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Chapter 5
Creating Supportive Multimedia Learning Environments
This idea says knowledge is developed and used in part by being situated in interactions human beings have with activity, context and culture (Brown, Collins & Duguid, 1989).
Published in Chapter: Creating Supportive Multimedia Learning Environments; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 139
Multi-User Virtual Environments for Teaching and Learning
The scientific study of cognition as a phenomenon that occurs in the course of participation in social contexts.
Published in Chapter: Multi-User Virtual Environments for Teaching and Learning; From: Encyclopedia of Multimedia Technology and Networking, Second Edition
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Chapter 2
The Role of Metacognition in Learning via Serious Games
A major thrust of situated cognition promotes the idea that knowledge and skills are best learned in contexts that closely resemble the contexts in which they will be used ( Brown, Collins, & Duguid, 1989 ; Lave & Wenger, 1989 AU31: The in-text citation "Lave & Wenger, 1989" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ). That is, you cannot understand what happens within the individual apart from considering the influence of the social, cultural, and physical contexts within which the individual is learning.
Published in Chapter: The Role of Metacognition in Learning via Serious Games; From: Handbook of Research on Serious Games for Educational Applications
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Chapter 22
Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management
Situated cognition is an instructional design approach that embeds learning processes in authentic performance environments, which significantly reduces the challenge of transferring learning in the classroom to performing on the job.
Published in Chapter: Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management; From: Handbook of Research on Education and Technology in a Changing Society
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Chapter 29
Computer Games as a New Arena for IST Research
Situated cognition is a psychological paradigm for learning that requires social interaction situated in real-world contexts in order for learning to occur. Subscribers to the concept of situated cognition believe that learning, both by individuals and organizations, cannot take place without rich social and contextual interactions.
Published in Chapter: Computer Games as a New Arena for IST Research; From: Handbook of Research on Instructional Systems and Technology
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Chapter 471
An Overview of Asynchronous Online Learning
Stemming from pragmatism, theories regarding situated cognition suggest that one learns better in contextual circumstances than in classroom or laboratory settings.
Published in Chapter: An Overview of Asynchronous Online Learning; From: Encyclopedia of Information Science and Technology, Second Edition
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Chapter 14
Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education
An approach to knowing and learning that draws from a variety of academic disciplines and whose shared approach describes knowing and learning as an inherently social interaction with the world including other people. It has roots in the epistemology of rationalism and models from the hard sciences that help to explain the cognitive science of thinking and learning rather than expanding on abstract models borrowed from information processing theory and traditional computer science.
Published in Chapter: Stories, Games, and Learning through Play: The Affordances of Game Narrative for Education; From: Handbook of Research on Serious Games for Educational Applications
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Chapter 41
Teachers as Researchers and Instructional Leaders
Situated cognition is a learning theory that challenges the perception that learning is a cognitive process that takes place solely in the minds of individuals. Situated cognition views learning as a collaborative process in which people engage with tools and the environment in which they will be used ( Brown, Collins, & Duguid, 1989 ).
Published in Chapter: Teachers as Researchers and Instructional Leaders; From: Handbook of Research on Teaching and Learning in K-20 Education
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