English Situated Learning Theory and Application dfjhuangmail stut

英語情境學習 理論與應用 English Situated Learning Theory and Application 黃 大 夫 南台科大 語言中心主任 dfjhuang@mail. stut. edu. tw 1

OUTLINE • • • Introduction Theories of situated learning/teaching Characteristics of authentic activities Instructional design for SL activities Application and practice of SL Conclusion 2

INTRODUCTION (1/4) 社會建構理論架構 (Oliver, 1999)

INTRODUCTION (2/4) n • • The problems/phenomena situated learning attempts to address (Brown, Collins and Dugid, 1989): There is a mismatch between the learning situation in school and the real world situations There is a failure of knowledge to transfer Training by abstraction is of little use Learning is inherently a social phenomena 4

INTRODUCTION (3/4) • • Situated learning : as a model of learning in a community of practice (實務社群) projected by J. Lave and E. Wenger SL allows individuals to learn by socialization, visualization, and imitation Learning begins with people trying to solve problems Skills are acquired through authentic contexts and by communicating with peers and experts about those contexts 5

INTRODUCTION (4/4) • • Knowledge is located in the actions of persons and groups Knowledge evolves as individuals participate in and negotiate their way through new situations Knowing, learning and cognition are social constructions, expressed in actions of people interacting within communities Construction of meaning is tied to specific contexts and purposes 6

THEORIES OF SITUATED LEARNING/TEACHING (1/7) n Situated Cognition （情境認知） n Cognitive Apprenticeships (認知學徒；養成訓練) n Legitimate peripheral participation (周邊參與) • • Learning is naturally tied to authentic activity, context, and culture Cognitive apprenticeship provides practical steps for applying situated cognition. 7

THEORIES OF SITUATED LEARNING/TEACHING (2/7) n Situated Cognition (Brown, Collins, & Duguid, 1989) • Learning is an enculturation process Learning is a continuous, lifelong process from acting in situations Knowledge, as a product of a meaning-making process, cannot be separated from the context of its use. 學習是透過個體在參與活動中的社會互動與協作 學習來融入並適應群體的文化（enculturation； 涵化），而知識是在學與用的真實活動（ authentic activity）情境中認知的，並非獨立 於情境外獨立形成的抽象概念 • • • 8

THEORIES OF SITUATED LEARNING/TEACHING (3/7) n Cognitive apprenticeship (Brown, Collins, & Duguid, 1989) : four strategies to engage students to participate in a community of practice • By beginning with a task embedded in a familiar activity it shows the students the legitimacy of their implicit knowledge and its availability as scaffolding in apparently unfamiliar tasks • By pointing to different decompositions it stresses that heuristics are not absolute but assessed with respect to a particular task 9

THEORIES OF SITUATED LEARNING/TEACHING (4/7) n Cognitive apprenticeship: • By allowing students to generate their own solution paths, it helps make them conscious creative members of the culture of problemsolving mathematicians. By enculturating students through this activity, it helps them acquire some of the culture‘s tools--a shared vocabulary and the means to discuss, reflect upon, evaluate and validate community procedures in a collaborative process. • 10

THEORIES OF SITUATED LEARNING/TEACHING (6/7) n Legitimate peripheral participation (Lave, 1988, Lave & Wenger, 1991): • • Process of how a learner engages in the activity of a sociocultural practice and becomes increasingly competent in this practice. Participation provides students to define ways of belonging to a community of practice. 12

THEORIES OF SITUATED LEARNING/TEACHING (7/7) n Legitimate peripheral participation (Lave, 1988, Lave & Wenger, 1991): • • Legitimate refers to social organization of and control over resources of the practice Peripheral is used to distinguish between new comers and old timers 學徒透過實際 作實踐並學習師傅的教導，依循 「合法周邊參與」到「充分參與」的社會化演進 歷程（從外行人到成為圈內人），透過社會實踐 的參與學習，提升個體參與實務活動的能力 作、生活、學習就在同一個情境裡，是個人、 行為、環境緊密結合為一的現實事務，稱之為「 實務社群」（Community of Practice；Co. P） 13

CHARACTERISTICS OF AUTHENTIC ACTIVITIES (REEVES ET AL, 2002) 14

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (1/6) • • Provide authentic context that reflect the way the knowledge will be used in real-life Provide multiple, authentic and motivating activities Provide access to expert performances and the modeling of processes Provide multiple roles and perspectives 15

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (2/6) • • Provide practices and training sessions Support collaborative construction of knowledge Provide coaching and scaffolding at critical times Promote reflection to enable abstractions to be formed 16

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (3/6) • • Promote answer finding and problem solving Promote articulation to enable tacit knowledge to be made explicit Provide for integrated assessment of learning within the tasks Provide use of technology/media/tools 17

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (4/6) n • • Young (1993): four tasks for the design of situated learning: Selecting the situation: select the generator set of situations, which entail complex, realistic problem spaces that afford students to be able to detect the invariant concepts in the domain Providing scaffolding: students generate problems and solutions to "crisscross the landscape of knowledge". Limit initially a novice's access to all the features of the context and then remove those constraints. " 18

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (5/6) • Determining/supporting the role of the teacher: Teachers assess the interaction of students and the environment and guide students to pay attention to important attributes of the environment • Assessing situated learning: • • • The assessment methods should focus on "the process of learning, perception, and problem solving. " Assessment must become an integrated, ongoing, and seamless part of the learning environment Assessment must provide important feedback to both teacher and students 19

INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (6/6) INTERACTIVE MULTIMEDIA (Herrington & Oliver, 2000)

APPLICATION AND PRACTICE OF SL • • • Teaching methods Curricular design English learning environment English SL rooms Field trips International English Village 21

TEACHING METHODS Wang (2009) • Multimedia use • Games (guessing, etc. ) • Role playing/reader theater • Association • Mind mapping • Story telling • Realia • Rhyming Songs 22

CURRICULAR DESIGN • • Linking with learning objectives Informal as well as formal learning • • • Live DVD in computer/language labs Outdoor English environment English corner Profiling and recording situated learning activity procedures English situated activity guidebooks & self-practice handouts/e-platform Oral SL assessment e-platform 23

Live. DVD Learning System

Oral Situated Practice & Assessment e-platform 25

Situated learning assignment & test item bank (1/5) • Giving English situated assignments • Individual/group work uploaded in audio/video files or via hyperlink 1 2 可上傳音檔/影片檔/ 網路超連結 26

Situated learning assignment & test item bank (2/5) 3 • Online oral test item bank • test item for group interaction situation 27

老師端 learning assignment & test item bank (3/5) Situated 4 Checking status of assignment submission 點開可看學生繳交 狀況並進行評分 28

Situated learning assignment & test item bank (4/5) • Viewing, listening, and scoring of oral assignments 5 • Comments on students’ works 29

Situated learning assignment & test item bank (5/5) Score report of student oral practice achievement 6 30

SETTING UP ENGLISH ENVIRONMENT • • • English corner Fitted into course content Fitted into current festivals Characterizing authentic events Hands-on participation of students Highlighting school features Team work competition Faculty & Staff English contests English day 31

ENGLISH SITUATED LEARNING ROOMS • Physical setup: realia or visual reproduction • • • Second -year learning activities at TNRHES Third/fourth-year learning activities Sixth-year learning activities Computerized setup: virtual situations via panorama facilities 32

FIELD TRIPS • • • Participant-observer studies in an organic farm, aquarium, botany, museum, theme parks, etc. Learning themes and tasks well planned and embedded into course objectives English summer/winter camps • 43

INTERNATIONAL ENGLISH VILLAGE 44

Thank you! 46

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