Situated learning (Learning And Teaching) Research Papers (original) (raw)

This case study documents a pilot where situated-learning was used to train students at level 6 (final year) of the BA (hons.) BSL/English interpreting programme, in medical/healthcare interpreting. The learning experience was situated within the clinical simulation suite at the University of Wolverhampton and student interpreters had the opportunity to interpret for a real healthcare practitioner and a deaf patient in a series of carefully constructed roleplays, designed to provide as authentic an experience as possible.

This book is addressed to all those in the field of education or related fields, including teachers, teacher-trainers, consultants, and researchers, who are interested in exploring the question, What does it mean to know, to learn and to teach? Contrary to popular conceptions, an enactive perspective assumes that knowing and learning are not disembodied operations that take place solely in a person's head. Rather, they are a function of the whole person who is firmly situated in the world and who acts in the world to transform it, just as she is transformed by it. The dynamic and transformational nature of knowing and learning are reflected in the relationship between the person and her world, a relationship that evolves through acting in and with the world rather than abstracting oneself from it. Knowing develops as a function of the person's availability, that is, her full involvement and presence in the here- and-now. The aim of education is thus to foster the development of this relationship in a never-ending quest for deep interiority with the world. Drawing on their experiences as teachers, curriculum developers, students, Zen practitioners, karateka, bicyclists, hobby mathematicians, and gardeners, the authors provide many concrete examples of what it means to think about knowing and learning in terms of enaction and how teachers and curriculum developers who take enactivism seriously might go about designing and implementing lessons.

- by Domenico Masciotra, PhD and +1
- •
- Distributed Cognition, Situated Cognition, Situated Learning, Situated learning (Learning And Teaching)

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 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.

English language learning and teaching, as any educational process, is penetrated by several
dynamic concepts which are in a state of constant flux, dialogue, tension, and
complementarity. One of such concepts is that of authenticity, the main theme of the 42nd
FAAPI Conference and the contributions included here.
It is not within the scope of this introduction to provide a definition of authenticity
because, even though definitions are necessary, it would be reductive to do so. Instead, we
attempt here to indicate some roads which the concept invites us to explore in relation to our
professional practices inscribed in larger situated contexts.

This paper critically reviews the current status of the concept of distance in human geography in order to argue that recent experimentally-driven work in construal-level theory offers ample opportunities for recasting distance as a key geographical trope. After analysing the four entangled dimensions of distance revealed by construal-level theory (spatial distance; temporal distance; social distance; and hypothetical distance), the paper articulates this research program from experimental psychology with geographical work on non-representational theory, geographical imaginations/imaginative geographies, learning as a geographical process, TimeSpace theorizing, and ontogenetic understandings of space. It is argued that the subjective understanding of distance afforded by construal-level theory can rescue distance from its entrenched association with positivistic geography and spatial analysis. https://doi.org/10.1016/j.geoforum.2016.07.018

- by Dragos Simandan
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- Fiction Writing, Critical Theory, American Literature, Organizational Behavior

The concept of "communities of practice" is of relatively recent date. The concept gained momentum with Jean Lave and Etienne Wenger's book from 1991, Situated learning: Legitimate peripheral participation. Since then, the notion of ‘communities of practice’ has been a focus of attention, not least in debates about learning, teaching and education, but also in debates about organizational theory, knowledge management and work-life studies. The latter development accelerated with Wenger's later book Communities of Practice (Wenger, 1998), but also picked up fuel from neighboring texts by – amongst others - Paul Duguid & John Seely Brown (Brown & Duguid 1991) and Julian Orr (Orr, 1996). The concept of communities of practice offers a dynamic and non-individualistic framing of learning as a social and situated activity oriented towards participation in social practice. From this also springs a number of interesting observations about human agency, cooperation, organization and communities.

Identifying the affordances and constraints of the learning spaces is not enough to support the education of the child. By uncovering the affordances and constrints, the design professional can transform the space to create environments that enable learners to acquire knowledge and master skills. Given this, the premise of this article is to examine the classrooms and how furniture can be arranged to positively and negatively affect the healthy development of the whole child.

This paper argues that, in order to take place, space and scale more seriously in the study of our discipline, we have to complement the pervasive understanding of geography as a tradition of thought or an extended conversation with an understanding of our discipline as a tradition of practice, in which the main focus is on the becoming of geographers. It is argued that the theme of 'what it takes to be a good geographer' is a fertile way to study this process of becoming. The four main advantages of this approach are illustrated empirically in the body of the argument by the author's reflections on his socializing within two very different geographical traditions.

- by Dragos Simandan
- •
- Critical Theory, Environmental Engineering, Sociology, Social Theory

Research experiences are becoming popular as teacher training experiences but little is known about their long-term impacts on teachers’ classroom practices, retention, leadership, and student achievement. Limited research on these experiences are often self-report and lack strong theoretical foundations. Our study addressed these gaps using a new theoretical framework, which synthesizes activity theory (Engeström, 2015) with identity as negotiated through communities of practice (Wenger, 1998), and collecting data from teachers, supervisors, and students. The framework allowed us to view the influence of traditional components of multiple activity systems, in accordance with third generation activity theory, on both the direct objects of each system and the shared object of a constellation of systems, in this case, the teachers’ identities. The premise was that enhancing teachers’ identities as researchers might lead to observably distinct classroom practices from those teachers who had not participated. Utilizing this framework proved to be a productive lens to analyze data related to outcomes for teachers who participated in research, allowing us to synthesize their research experience with the contributions from other activity systems to better understand their classroom practices. Data analysis has revealed that teachers’ research experiences mediate their future classroom practices in meaningful and observable ways.

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.

Il est aujourd'hui largement admis que l'évaluation des apprentissages des élèves par les enseignants doit s'appuyer sur un référentiel d'évaluation exprimé sous forme d'objectifs et/ou de critères d'évaluation à partir de plans d'études institués. Peu de travaux ont examiné la façon dont ce référentiel est susceptible d'être transformé au fil de l'activité évaluative de l'enseignant. Quelle relation observe-ton entre les éléments préexistants formalisés dans le référentiel d'évaluation et d'autres éléments informels qui interviennent également dans le jugement de l'enseignant ? Quel rôle les contextes jouent-ils dans la définition de ces éléments et leur convocation parfois émergente dans les processus évaluatifs ? L'objectif de cet article est de présenter quelques éléments de modélisation autour de ces questions à partir d'études empiriques préalables et de propositions de la littérature. Les études concernent des pratiques d'évaluation certificative d'enseignants du deuxième cycle (élèves de 8 à 12 ans) de l'école primaire genevoise, en français (production écrite) et en mathématiques (résolution de problèmes). À partir de l'exposition de résultats, l'article interroge le modèle théorique de l'évaluation autour de deux hypothèses de travail présentées successivement, celle d'une relation dialectique entre référent et référé dans le jugement évaluatif en acte de l'enseignant, et celle d'une part prise par des contextes pluriels ayant des fonctions particulières dans les processus d'interprétation et de prise de décision évaluatives. L'enjeu scientifique, en proposant des éléments de modélisation, est de mieux comprendre comment référents et référés agissent dans les pratiques d'évaluation situées des enseignants. Abstract It is now widely accepted that the evaluation of student learning by teachers should be based on an evaluation framework expressed in terms of objectives and/or evaluation criteria based on the established curricula. Little research has examined how this framework is likely to be affected in the course of teachers' evaluative activity, in particular during the grading process. What is the relation between preexisting elements, as formalized in the evaluation framework, and other informal elements that also operate during the grading process? What role do contexts play in defining these elements and in their convocation by teachers during the grading process? The objective of this article is to present some elements of modeling about these issues, based on empirical studies and proposals from the literature. The field studies concerned classroom assessment practices of teachers of primary school in the canton of Geneva (pupils aged 8 to 12) in French (writing) and in mathematics (problem solving). From the empirical results, the article questions the theoretical model of evaluation around two working hypotheses: first, a dialectical relationship between referents and referees in teachers' evaluative judgement in action; secondly, the role played by multiple contexts in the interpretation and decision-making processes underlying teachers' evaluations. The scientific challenge is to elaborate elements of a theoretical modeling in order to better understand how referents and referees act in situated evaluation practices of teachers.

- by Lucie, Mottier Lopez
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- Education, Assessment, Situated Cognition, Evaluation
- by Richard Menary
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- Psychology, Cognitive Psychology, Cognitive Science, Developmental Psychology

Abstract 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,... more

- by Domenico Masciotra, PhD
- •
- Engineering, Psychology, Situated Cognition, Diabetes

The topics of learning and cultural transmission resonate
among anthropologists. How and why behaviors, beliefs, and ideas are learned and shared among a group of people and transmit- ted from one generation to the next lies at the heart
of our discipline. It is foundational to the understanding of cultural persistence and change. What factors influence people to perpetuate or deviate from the behaviors of other group members? How are social group boundaries pro- duced, maintained, and changed by the cumulative outcome of these decisions? Archaeologists are well positioned to study the material consequences of these processes. Indeed, archaeological research in many domains—including style, artifact distributional patterning, and chronology construction—depends on understanding the mechanisms and
manifestations of cultural transmission. Therefore, three key avenues of research—the socially organized nature of learning, cultural transmission, and cultural boundaries—form the basis of this volume. The boundaries we describe, however, are not only those found within and between
societies that we study (past and present); they are also found within and between communities of scholars who study them. Our dual goals are to identify salient issues that are germane to discrete (and sometimes opposed) research programs, and to offer new ethnographically-derived case studies that offer insights to scholars who employ a range of different intellectual paradigms.

- by Brenda Bowser and +2
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- Archaeology, Ethnoarchaeology, Material Culture Studies, Ceramic Technology

- by Dan Moreno and +2
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- Science Education, Situated Learning, Identity (Culture), Cultural Historical Activity Theory
- by Anna Harris and +2
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- Medical Education, Situated learning (Learning And Teaching), Workplace Learning, High Skilled Migration

El innegable impacto de las nuevas tecnologías de la información y la comunicación (TICs) que han traído al ámbito académico nuevas formas de leer, nuevas formas de escribir, nuevas formas de pensar y la aparición o modificación de géneros nos obliga constantemente a repensar nuestra práctica docente y a estar alertas acerca de las innovaciones que nos llegan desde ese sector. La Web 2, al privilegiar la función de “usuario contribuyente”, la interacción y la colaboración, ofrece al docente una serie de herramientas (blogs, wikis, mapas conceptuales en red, publicación de imágenes fijas y de diapositivas) que si bien no fueron concebidas exclusivamente para fines pedagógicos parecen útiles a la hora de encarar proyectos de enseñanza de lenguas extranjeras en el nivel superior. Pero también es cierto que tanto en la enseñanza presencial como en la impartida en entornos virtuales, esas herramientas plantean desafíos pues imponen la necesidad de repensarlas en términos pedagógicos para poder hacer un uso racional de las mismas.

- by Elsa Bailey and +2
- •
- Science Education, Situated Learning, Identity (Culture), Cultural Historical Activity Theory

Contextes et didactiques Revue semestrielle en sciences de l'éducation 9 | 2017 Contextes et évaluations : quelles interactions ? D'un référentiel d'évaluation fixe à une coconstitution référentielle dynamique, ce que nous apprend le jugement situé de l'enseignant From a Reference System of Evaluation Fixed to a Dynamic Referential Co-Constitution, What We Learn from the Situated Judgment of the Teacher

- by Lucie, Mottier Lopez
- •
- Education, Assessment, Situated Cognition, Evaluation

This chapter deals with situated and culturally appropriate self-directed multimodal learning in terms of distance education in a South African university. This approach has become relevant at this university as both contact and distance students are accommodated in the same degree programmes. In the South African university context, there is a need for decolonisation of the curriculum as contents were traditionally based on perspectives of the West and the Global North. Thus, it has become necessary to reconsider how HE could accommodate situated learning and be culturally appropriate in terms of dynamic sign-making processes. This qualitative research involved interviews with lecturers and a questionnaire with open-ended questions aimed at students. From the research it is evident that despite some good practices most of the learning materials and activities are not sufficiently situated or culturally appropriate. Students were divided, based on these issues. However, recommendations are made regarding how effectively content can be localised.

- by Jako Olivier
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- Multiculturalism, Multilingualism, Situated Learning, Multicultural Education

The article describes how telecollaboration is implemented at the University of Salento (Italy). Particularly, it explores how teletandem, that is peer exchange for foreign language practice via VOIP (Voice Over Internet Protocol) technology, has become the nucleus for developing a socially situated pedagogical scenario, designed to promote basically oral interactional skills and learning in autonomy. The use of information and communication technology is relevant in the whole learning scenario which consists in 12 hrs of teletandem conversations and in workshops during which students do tasks based on the analysis of video-recordings of their virtual meetings in relation to several pedagogical aims. The whole learning scenario is learner-led and is based on students’ reflective discussion with peers. Language use and cognitive processes implemented by the task-based pedagogy are useful not only in institutional like situations but can be as well applied to the informal and self-directed learning experience, for instance, when the higher education curriculum is concluded.

- by Dan Moreno and +1
- •
- Science Education, Situated Learning, Identity (Culture), Cultural Historical Activity Theory

The topics of learning and cultural transmission resonate among anthropologists. The question of how and why behaviors, beliefs, and ideas are learned and shared among a group of people and transmitted from one generation to the next lies at the heart of our discipline. It is foundational to the understanding of cultural persistence and change. What factors influence people to perpetuate or deviate from the behaviors of other group members? How are social group boundaries produced, maintained, and changed by the cumulative outcome of these decisions? Archaeologists are well positioned to study the material consequences of these processes. Indeed, archaeological research in many domains-including style, artifact distributional patterning, and chronology construction-depends on understanding the mechanisms and manifestations of cultural transmission. Therefore, three key avenues of research-the socially organized nature of learning, cultural transmission, and cultural boundaries-form the basis of this volume. The boundaries we describe, however, are not only those found within and between societies that we study (past and present); they are also found within and between communities of scholars who study them.

- by Lee Horne
- •
- Archaeology, Ethnoarchaeology, Material Culture Studies, Ceramic Technology

Since the 1990s, in Argentina there has been considerable concern over whether higher education institutions must undertake the responsibility of teaching academic skills to their student population or if both undergraduates and graduates ought to cope with the enculturation process without assistance. Although academics seem to have reached an agreement and have put forward a number of actions aimed at facilitating the access of university students into their target discourse communities, there is still heated debate about how the issue must be approached. In this article we describe the initiatives carried out at two engineering colleges: the Facultad de Ciencias de la Alimentación and the Facultad de Ingeniería belonging to the Universidad Nacional de Entre Ríos that have paved the way for the inclusion of academic literacy development in the curriculum.

- by DIANA M WAIGANDT and +1
- •
- Languages, Latin American Studies, Literacy, Communication

Rooted in sociocultural theory, this paper utilizes a conceptual framework derived from Alexander, Schallert, and Reynolds' four topographical dimensions of learning; who of learning, what of learning, where of learning, and when of learning. Situated learning (Lave and Wenger) is presented as a fifth dimension to address how learning occurs in communities of practice absent of formal schooling. Content analysis (Elo and Kyngass) is used to analyze a teaching and learning event from an episode of The Walking Dead based on the five topographical dimensions of learning listed above. In the discussion section, findings are generalized to educational practice by specifically addressing the role of contextualized situated learning in curricular and pedagogical design, scaffolding within situated learning activities, the importance of gender equity in the classroom, and the potential benefits of promoting student development through authentic high stress-high risk tasks.

- by Anthony Neely
- •
- Teaching and Learning, Media Studies, Popular Culture, Sociocultural Theory

The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children’s conflict management skills are situated in peer conflict, because their strategies are to a greater or lesser degree influenced by the opponent’s strategies. When the opponent’s conflict strategy is non‐aggressive, aggressive conflict strategies are atypical and low in frequency. When the opponent behaves with physical aggression in the conflict situation, most of the subjects respond to this aggressive conflict strategy with physical aggression. The findings confirm neither a static individual view nor a situated determinism, but a situated action view in which both individuals’ cognitions and distributed cognitions interact.

- by Robert Thornberg
- •
- Psychology, Cognitive Psychology, Cognitive Science, Social Psychology

Chercheur à l'Observatoire des réformes en éducation (ORE) Le présent texte de réflexion a été écrit en avril 2006 et constitue un document de travail qui vise à guider le travail des professionnels engagés dans mise en oeuvre du renouveau pédagogique en éducation des adultes au Québec. Les nouveaux programmes d'études de la formation générale des adultes, Ministère de l'éducation, du loisir et du sport du Québec, seront mis à l'essai en automne 2006. La présente réflexion s'adresse aux personnes engagées dans cette mise à l'essai ainsi qu'à celles qui interviendront à l'étape suivante, celle de l'implantation des programmes. Il est suggéré de lire préalablement le texte suivant : Une entrée pas les situations. Fondements des approches actives et situées qui fournit un aperçu global des approches théoriques et méthodologiques qui ont orientés les travaux d'élaboration des programmes d'études. Pour vous procurer ce document, cliquez sur ce lien : Vos commentaires seront appréciés, SVP les acheminer à

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. Elle nous raconte, par exemple, la situation de Simon : Je remarque à quel point Simon semble nerveux durant le cours de sciences. Discrètement, je lui dis qu'il me semble plus préoccupé qu'à l'habitude. À la fin de la période, lorsque tous les élèves quittent la classe, il vient se confier. Durant le cours d'éducation physique qui précédait celui de sciences, une dizaine de garçons qui se moquent souvent de lui, ont lancé des ballons sur lui, dans un coin du gymnase. L'enseignant, à l'autre bout, les a vus, mais n'est pas intervenu. Je connais Simon depuis deux ans. Je sais qu'il est souvent seul. Son habillement laisse supposer qu'il s'identifie peu à des jeunes de son groupe d'âge. Il ne veut pas que j'en parle, ni à l'enseignant du cours d'éducation physique, ni à ses parents, ni aux jeunes qui l'intimident.

- by Domenico Masciotra, PhD
- •
- Situation awareness, Constructivism, Situated Cognition, Ecology

The use of situated learning in sign language interpreter Education in an HE context.

One of the dimensions of work that is not well known in training is teamwork and the work of the team leader. The team leader is the personne who provides local supervision. Teachers and trainers, as well as business employers aknowledge the place and importance of teamwork and the role of the team leader. However, most consider themselves, insufficiently prepared to offer training in line with these elements. This paper thus aims to present the results of an analysis of group work in the field of landscaping conducted from the perspective of team work and team leader learning and training.

- by Paul Olry
- •
- Engineering, Mechanical Engineering, Psychology, Leadership

In this chapter, the use of language in assessments was researched regarding its role in supporting situated self-directed learning (SDL). In this regard, the construct of language was approached as one of the material resources for learning in terms of self-directed learning-oriented assessment (SLOA). Situated learning emphasises the importance of context in the learning environment, and this ties in with the need to consider the social context for SDL. The problem investigated by this study is how language should be used in order to support situated SLOA. From existing research on situated self-directed multimodal learning, students and lecturers regard language as a problematic issue in terms of situated learning. Consequently, it was necessary to determine the nature of the language used in assessments in order to gauge if and how situated SLOA was supported. Hence, the practices regarding the axiologolect or language of assessment within selected university modules were explored by means of an analysis of assessment artefacts as provided by lecturers.

Formålet med denne artikel er at kombinere nye kognitive sprogteorier med feltet inden for andetsprogstilegnelse, læring og undervisning, hvor der særligt tages udgangspunkt i økologisk teori med dens fokus på nicher og perceptuelle handlemuligheder. Artiklen bidrager med en teoretisk begrundet kritik af nogle dominerende tilgange inden for andetsprogsundervisningen såvel som forskningen. Udgangspunktet for kritikken af andetsprogsundervisningen er, at den sjældent tilgodeser lørnernes dansksprogede miljøer uden for sprogskolen, som rummer mulighed for, at lørnerne på en og samme tid både kan tilegne sig og bruge målsproget in situ. Gennem en undersøgelse af en række undervisningsmaterialer fremhæver artiklen, at en væsentlig årsag hertil er, at undervisningen søger kontinuitet og similaritet mellem klasseværelsesaktiviteter og hjemmearbejde, på trods af at lørnerne ikke laver hjemmearbejde i klassen. En central kritik af andetsprogsforskningen, som beskæftiger sig med lørnernes hverdag, er, at den enten reducerer hverdagens muligheder ved at intendere en overførsel af klasseundervisningens strukturer på den eller overser nogle væsentlige didaktiske implikationer. Afslutningsvis kommer artiklen med et didaktisk forslag til, hvordan andetsprogsundervisningen og den økologiske teori kan kombineres med henblik på at fremme en dynamisk, situeret og differentieret andetsprogstilegnelsesproces. / The aim of this article is to combine recent cognitive language theories with the field of second language acquisition, learning and teaching. This will be achieved through a theoretically reasoned critique of representative approaches within the existing second language teaching methods and research from from a cognitive ecological perspective with a special focus on the theory of niches and affordances. The starting point for the critique is that language schools rarely focus on the learning and acquisition potential that exists outside language schools. This might be the reason why many learners rarely use their target language outside the classroom. An analysis of language school materials shows that the teaching seeks continuity and similarity between classroom activities and homework, despite the fact that learners are not doing homework in class. A central criticism of the second language research that focuses on learners´ everyday lives is that they either reduce opportunities for learning and acquisition, or overlook some important didactic aspects. This article makes a didactic proposal as to how the theory and teaching can be combined in order to create a dynamic, situated, and differentiated learning process.

"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 ...

- by Tony Wall
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- Critical Pedagogy, Situated Cognition, Situated Learning, Pedagogy

In the last few years the experiences of ‘participatory’ and ‘situated’ teaching and research conducted in the classrooms of the universities have multiplied. These experiences involve students, researchers, social workers and citizens with a view to carrying out and sharing a process of democratization of knowledge resulting from negotiation and enhance-
ment of different perspectives. These actions aim at developing social change while taking students close to people who are usually distant, towards inaccessible stories and places. This work indicates some of the theoretical and contextual assumptions in which the dimension
of participation joins the academic world, offering examples of field experiences carried out in recently developed areas of tertiary education, and defining the main devices of action, including several forms of ‘co-teaching’ (shared teaching with ‘experts by experience’).

I kontrast til fremmedsprogsundervisning er det særlige ved undervisning i andetsprog, at det rummer mulighed for, at kursisterne kan praktisere sproget uden for sprogskolen i hverdagen og på arbejdet. I perioden 2014-2016 foretog jeg en undersøgelse af en række voksenkursisters formål med at gå til dansk på Danskuddannelse 3 samt deres brug af målsproget, og undersøgelsen viser, at langt de flestes mål netop er at bruge sproget uden for (Jensen 2016). Alligevel forbliver den dansksprogede hverdag ofte en hypotetisk mulighed, da min undersøgelse imidlertid også viser, at mange sjældent eller kun i begrænset omfang bruger målsproget uden for. En væsentlig årsag kan være, at undervisningen, til trods for intentionen, ikke støtter kursisterne i at overskride den usynlige sproglige grænse mellem klasseværelset og uden for, idet den ikke i tilstrækkelig grad gør brug af de unikke læringsmuligheder som miljøerne uden for klasseværelset rummer. Med udgangspunkt i den økologiske teori (Gibson 1986), som har et fokus på kursisten i dynamisk relation til den givne situation og miljø, vil jeg i det følgende uddybe denne problematik. Til sidst vil jeg komme med et forslag til, hvordan man som underviser på Danskuddannelse 3 i højere grad kan inddrage kursisternes hverdag i undervisningen

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.