Concerns of Situated Learning
<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0><script> (function(i,s,o,g,r,a,m){i['GoogleAnalyticsObject']=r;i[r]=i[r]||function(){ (i[r].q=i[r].q||[]).push(arguments)},i[r].l=1*new Date();a=s.createElement(o), m=s.getElementsByTagName(o)[0];a.async=1;a.src=g;m.parentNode.insertBefore(a,m) })(window,document,'script','//www.google-analytics.com/analytics.js','ga'); ga('create', 'UA-47423994-1', 'fortunecity.ws'); ga('send', 'pageview'); </script> <center> <br> <div> <script language="javascript" type="text/javascript" src="http://ad.broadcaststation.net/ads/show_ad.php?width=728&height=90"></script> </div> </center> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=170 BGCOLOR="#000099" TEXT="#F7F7FF" background="045aac00erkqpg.gif"> <bR> <bR> <bR> <bR> <div> <B>Welcome to our class project!</B></div> <bR> <div> <B>EDTC6320 Project 3</B></div> <div> <B>Prepared by:</B></div> <div> <B>Bart Webb, Bill Young, and Bob Robitaille</B></div> <bR> </td> <td valign="top" BGCOLOR="#FFFFFF" TEXT="#080000"> <div> <IMG SRC="04eb0900.jpg" border=0 width="432" height="144" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> <A HREF="id17.htm" TARGET="_top" TITLE="John Seely Brown: A Brief Biography "><U>John Seely Brown: A Brief Biography </U></A> | <A HREF="id18.htm" TARGET="_top" TITLE="Relevant Research"><U>Relevant Research</U></A> | <A HREF="id19.htm" TARGET="_top" TITLE="Summary"><U>Summary</U></A> | <A HREF="id20.htm" TARGET="_top" TITLE="Closing"><U>Closing</U></A> | <A HREF="id21.htm" TARGET="_top" TITLE="Bibliography"><U>Bibliography</U></A></div> <bR> <div> <I><B>Abstract:</B></I><FONT SIZE="3" COLOR="#000000" FACE="Arial" > Is human knowledge situated? Does part of this knowledge come from activity, context, and culture? Over the years these have been difficult questions for many teachers to answer. Teachers using hands-on skills usually do well answering these questions because much of what they teach is reasonable easy to describe and measure. What about those of us that follow the cognitive and behaviorist approach to teaching. Coming up with answers to those questions become a little more difficult.</FONT></div> <bR> <div> Can it be true that, "the activity in which knowledge is developed and deployed is not separable from or subordinate to learning and cognition? (John Seely Brown, Allan Collins, and Paul Duguid)</div> <bR> <div> We might argue that including learning in activity and using social and physical context more deliberately brings us more in line with the understanding of learning and cognition.</div> <bR> <bR> </td> </tr></table></body>