Ситуативное обучение: теория и практика освоения знаний

Theory of learning
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs". The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge.

To provide authenticated tasks in the learning environment: It is said that authenticated task involves two stages that are an objective and data in the setting also to the level of which students are performing the tasks which are authenticated. Simulated apprenticeship: Students can become apprentices in a given discipline by gaining knowledge and skills. Anchored instructions: It emphasizes the conditions laid by situated learning. It gives a situated context to solve the problem. Learning communities: Change of the classroom culture from more of knowledge supplying to a learning community where students focus on knowledge building and solve problems that they are interested in. Assessment in appropriate place: It shows an individual's performance in different situations and also focuses on the process and product.

Situated learning was first projected by Jean Lave and Etienne Wenger as a model of learning in a community of practice. This type of learning allows an individual (students/learner) to learn by socialization, visualization, and imitation.

Learning begins with people trying to solve problems. When learning is problem based, people explore real life situations to find answers, or to solve the problems. Hung's study focuses on how important being social is to learning. In believing that learning is social, Hung adds that learners who gravitate to communities with shared interests tend to benefit from the knowledge of those who are more knowledgeable than they are. He also says that these social experiences provide people with authentic experiences. When students are in these real life situations they are compelled to learn. Hung concludes that taking a problem based learning approach to designing a curriculum carries students to a higher level of thinking. Situated learning is becoming more involved with technology in ways to help individuals learn information differently than they have in the past. The model of learning a skill through technology mimics how individuals learned in the past from a professional in that skill. In the past when individuals learned about a particular topic it was done in person, in a hands on environment. Technology makes it possible to do these same things using a computer or any other similar device. Interaction through the computer between individuals is one more way to make situated learning more successful as well as give students an opportunity to have another venue through which to learn. In fact,

text= an understanding of video games as learning environments is becoming increasingly important as gaming culture rivals schooling for the attention of children and adolescents across the world. James Paul Gee argues that the compelling nature of video game participation is in part due to the underlying social, cognitive, and developmental learning principles around which successful games are built. With this perspective, games and gaming can be a source for inspiration in building more effective learning environments.

Allowing students to have the opportunity to participate, interact and inject their own ideas is a way to obviously grow and make informed decisions. Gee has proven this with the use of video games. It enables the learner to build their social and communication skills as well as develop their cognition abilities. Computer based learning software such as SimCity has permitted users to utilize situated learning by allowing them to run their own city and become dictators whereby they have to make informed decisions that will either deteriorate their people or help them thrive. As stated, more effective learning environments are built this way. text=Instruction must be situated in an authentic context that resembles that of the classroom teacher to enrich their learning process by providing realistic experiences that more easily transfer. Students process information by visualizing, hearing, reasoning and reflecting so they tend to learn more easily by having models to go by or imitate. In some study cases, teachers have gone as far as to make the classroom environment as homey as possible, whether it is a computerized setup or a physical setup. It gives the students the look and feel of being at home in a comfortable setting which allows them to feel and learn freely. It has been proven to have a great impact on the students learning abilities. This is another innovative way of utilizing situated learning. text=When today's students enter their post education professional lives, odds are pretty good that they will be asked to work with others from around the globe collaboratively to create content for diverse and wide ranging audiences. Odds are also pretty good that they are going to need to read and write effectively in linked environments as they locate, analyze, remix, and share the best, most relevant content online for their own learning. When students complete their education, they will be expected to use the skills they have learned throughout their educational career in their professional career. It is imperative that they are able to sufficiently utilize these skills to complete work goals. Through situated learning, students will be able to learn the skills and also be able to accurately use the skills they have learned. Situated learning allows students to gain experience through doing in some way and from this experience they are able to be productive in their lives after they have graduated.

In the 2010 article "Blogs, wikis, podcasts and other powerful web tools for classrooms", W. Richardson stipulated:

text=The act of writing in a Weblog, or 'blogging' can go a long way toward teaching skills such as research, organizations, and the synthesis of ideas. Teachers/instructors have come to realize just how important it is to utilize the web as a teaching tool for the new generation of students (digital natives). One digital tool that can be used is a weblog. It gives the students an opportunity to think, research, and realize that they can write and have a voice that can be viewed and read by many who may or may not share the same idea. When students blog, they are creating journals/text entries which are considered to be English (writing) and reading; they also have the opportunity to utilize other learning tools such as videos, photos, and other digital media. text=Networked learning, in contrast, is committed to a vision of the social that stresses cooperation, interactivity, mutual benefit, and social engagement. The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine. Social networks like Facebook, Twitter and Ning allow learners, once they move beyond the personal connections, to embrace a community where they can learn from each other. Social interaction is an important part of the learning process. Students learn in different manners and visualization or situated learning seems to be the most used of all learning styles. Students are able to mimic what they see and hear which enables them to retain information for the long term. Through visualizations of different types of computer applications; the student's knowledge is defined by the social process of interacting and doing. It allows the students to learn naturally as a result of social behavior. The computer application acts as a guide while the students learn naturally from their own experience. As always, situated learning accelerates a student's learning process and ability. Web based learning tools provide integrated environments of various technologies to support diverse educators' and learners' needs via the internet. The goals of these tools are to enhance face to face instruction and make distance learning are courses available. Each of these tools offers similar components, such as course note posting, assignments submission, quizzes, and communication features. The primary motivation for developing these tools is to make it easier for instructors who have very little knowledge of HTML and web navigation to put course materials on the web. There are significant drawbacks as well of using these tools. For example, these systems course instructors and course administrators to use predetermined navigation models and course formats. These constraints may have a negative impact on their flexibility and usability for administrators, teachers, and students. A tool should be as such suitable for diverse courses campus wide. Accordingly, a web based learning tool should be able to provide facilities for courses, news, and announcements, and area to store course notes and related information synchronous and asynchronous tools such as e mail, bulletin board, and chat facilities as well as features for creating and administering online quizzes and online submissions. Web tools also support inquiry based learning suitable for teachers and students both involving the essence of inquiry based learning. Inquiry based learning describes approaches to learning that are based on the investigation of questions, scenarios, or problems often assisted by a facilitator. Inquiries will understand and study issues and questions to improve their knowledge or solutions. It includes problem based learning and is used in small scale investigation and projects as well as research. It will be much more beneficial for students because involvement in learning results in the improvement of possessing skills and attitudes that permit you to seek solutions and issues while you build your new knowledge. There are numerous web tools that support inquiry based learning which teachers can use effectively to make all students interact in the class. Web based learning tools are also referred to as learning objects, interactive web based tools that support learning by enhancing, amplifying, and guiding the cognitive processes of learners. It offers two noteworthy features that can reduce the impact of potential obstacles teachers face when using technology. Firstly it is designed to focus on specific concepts, making them easy to learn and use and more attractive to busy educators who have little time to learn more complex, advanced software packages. Ease of use also makes it more palatable to teachers who are apprehensive about using technology. Secondly, a wide range of web based learning tools exists including drill and practice assessment tools or tutorials, video case studies or supports, general web based multimedia resources, and self contained interactive tools in a specific content area. In contrast with other learning technologies burdened with implementation challenges and costs, web based learning tools are readily accessible over the net and teachers need not worry about extra cost or not having the latest version. It is speculated that the broad selection of readily accessible web based learning tools will make it easier for teachers to integrate WBLT's into a classroom environment. Some of the best interactive web tools for educators.

Project based learning simulates the experiences that learners would have while performing the functions required in a job, which allows the opportunity to immediately apply what they've learned and benefit from an organization's existing knowledge base. With recent advances in technology, it is possible to facilitate the social aspects of learning by virtually connecting individuals within a distributed community of practice in the online environment. While these are skills that teachers are trying to develop in young learners, adults have already developed and used these skills. They have sharpened these skills through work, higher education, raising children or through marriage. As lifelong learners dealing with real life problems, a project based approach is what develops when they come together with other adults at brick and mortar learning centers or in social networking communities on the web.