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Situated learning take place when learning is specific to the situation in which it is learned. *+9 :^EpaFVn82^qjOMR'\PZ0c8!+d>6/\&i@T8"9^N+SDCV1joboL)2:tDhNs!0>ZuteRbPA`Z=/m=_#6_pHVb]gDdFe^bt8EVu#N%idr[b^O; \5^0:)H1Sq"HLj:bmq?nP[LI\;AkHCYYrgD)2IS.p*3C55m.XTn(>uP)WQC_4Zos" Z4C*Y:a.k=3B9R*V-!PBK=KR%V3,>%$)O2+2`^A>0j;F>;DdK-GX3fOb;1\. !ET>ho(C/C.0Ph Ch_sRTd##D.V>hNYhplH@-^]R_mY\cYe*Q endstream endobj 14 0 obj 3863 endobj 12 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F2 7 0 R /F3 8 0 R /F4 9 0 R >> /ProcSet 2 0 R >> /Contents 13 0 R >> endobj 16 0 obj << /Length 17 0 R /Filter [ /ASCII85Decode /LZWDecode ] >> stream J.RTgd+;hr;L1"]EDCui`#3/"ZJ>bjI$Ut3VJC&-K0o-#GA%7%c0cZ3CA$H%C W(/?G+VKp*N`]"1P74>+@>*GlPR^/Q&Ehs_SKd015eo)<28qs!TN*7qR`M4$Di8A;lP>F^]_AT#pD`ZDR ,9l'A5]\]KBgMoa^5O2:g'hTbBu'"UZ\qLH*/-16@l,.1`q)3db&\+l":%:`9"&ff *2s-^"[8/i3#mmSj.W9hYJV=`]7\?Hj`DsZUG9$(i]^>'MC?IXOh5hBUn%)^r3=IO caq+c;&I&A>VVIN"U*NKkB^anm;eZe069sr[L-5NrkIKW?o!cFJCq"dm@tpbNT24+ qm#0PkW4YS!grAeY5$?tNm*U%0t?7s2#P6EaNF--bJNoG+YR?2c*OMJc4CCun3Gok j06u=/LjTLgl9\%dh&rtHrU'',@F\5%3mYSa:=4YgbYg('58/@A#iH-[1-(N1VV8Z Ote^ZX%N"F0nSu_,f@8G1bf*-*tbtL1Q;UR6OQ*3\;iCb2n4r;loVH"qV'!5_a>b* [n\Jp2?X?=au6bNZ[E&]&;2;e"i17ZSL99df]b&?J8?4>6K1b)L5]sd2RW^di>"*W r-8m_Xan@e%Kh$>.lWZn;+%S3\CT1?l7g:8_=LXn1^"BJgbPjgP;bgh"/Sd1##"mP 'LZck]*?AVi9(J8&O!5ae&g]]1Q;KEo5E/&at%JA;JOrX2lf3R);Ht9jaiDZ)qROh9W68GZ;fWU1$'6) %n_i72$lr9M.4#EK`R`U*@K/PFXtg^jR"SCm37g6Uj!f,#t\:pg,d;b9e\=33/i)< Wrm6i3)h'=)Y:+M86_@m[7^Am.cYdAT;AWrTJo+d:d?37UH%Q]VGR2QD;B'J1Q*\L QMkW%nPIZ@6-A-VR8FG50KS:^WmK][&+aP5.V7(<7iA%>n\@ 1/$"03s`]?nrVW:;Y,f5@'cAHXCdJN#Vi6PR-)PtQ.2KIp\Vs]\F+'pd"8GL8h>]$ JZ9rnUDf&sKh,O]%"ocp?t>Dt#r#Vom3-3mLp$>qpX&93qSRgeJ)ihV4FCP-WI@R5Z& 6?c!!cZpQq7]8@$1mAjqJMKq0=>5IS/fbRLb0Uc*hg? The characteristics of such communities of practice vary. The metaphor of learning as participation has largely arisen through a perspective on learning known as situated cognition (see, e.g., Brown et al., 1989; Lave and Wenger, 1991). 8>IBj\n!5'UuXFk$9q('/]5dq!/_n. ]^'m(9\&L]`JLVLoTD\fGG['heQGnEh^")iLJE4GEa5]R9LeRQ74-]WGD=@CX](q`1hrIN6OH?#XNq'n) &9FT#d1P#XJXu6@LFa"kYrcpjfrR0>+QH9[8nj'7a;_JZb?dPlDsYQS]\?C]b:r^k phf6%7pqKh7Z&`^g2E._UM@o@84YX!-s !s@aYA\ok6bUN^\@&o/mis#\o6q:l(Ft_\^Ai0SjQ4:Xd@RD8Ii6Dc6gfan72'p0L T^HF/Y$:tJA>5T>i8/c+g,2@6@cep_:k/uZ,[M]n4Mj]Q- .jf3a-;\Q`d\8%TBLD\G`el2m*ClsDF2?RAkG;M;$(6:/(!u>6[%g La:&$"9=8[LE\pYjCBUc-IHl;VI':A2ZM-t$;9a;,q,Uar;^? )5=QC )rbfj#4=U:Z1V:8QP7gnk4lP(@mX5>Zh[j_Sf=.3X;MRZ,ET9I8d\^nMZK?I(732F:MFm# d-.#_j@5SI$*uoQ8coi*h^2md+:0S!^S.J:FcSl`HO@mK8P+G.k&esDV!SYHeA)qo 1_E#K]WT%_q(!c(E'aiLBVT8f+.3Of6tSbJK7IXK_n#:p-LM=u-jXMEOY/E/S?AXZ Jrn+^UI`@O15CD<%lo.5VqpUd_o(28YqXi^tf#9b=nBsS5&(-#AUAUE`BKUpK8El_;?h'Y1XZ",50f /C'V@Wa_,h.EOl$;:Y\iq=tf_LA$ [#Zs/He!=.SR! t Situated learning environments must support active engagement, discussion, evaluation and reflective thinking. *VcSH5sdbp.7pDD2)M;)BQYYaM,U2B/f^;7)/oqU1:gq:9*nf*.8<4, 2NU0(Fi@HA'-`\0M:6)Xn_-4Z8]NJ-8VLNBqec!Af O$F(FN]6SQ_ZiJu%,nbG3hV%kc;nVbeG8r*NQ-;H#JqGe@e`j^WLss"k4Y8(,!iG= r.Bi4TFiHm9IPHN'G?p1Rd).^B@^;iUrIe[Jm:?5GloPXP.2QK4Aun*-C5:fad-]e 5uUH6]*%:JOf`_:7F!G-oE8/2P`o9 jsh3uab[O6W2=f8)jZn5kaYTTq/9^81BLA(aE$%[b(NW+r1'\LLU1D-1$ 7L?4VSkEDtN[`#QZ,*`j5\Qtjc:MlGFCD>5!XQpd8iaDZ#fqjq+1@tL".Tq=;:Z*,kLUKOe B2-K*XZ]98*YR"^)WAMo#ghqc_r+`1,PACd"I^Kd6`,4VMc)ut^;;3fPbfB'XGQ(o *Y>b]Cl%"'Tqn*3=0"[+drQ7'dl>Ht9hPhdC^%g$f`MR(D[n?%2\[7K;-kY[ b\klb;S:FS__?;nH($ODH5u-.%W9!*Bk8Oa(%)WOY0*&?sK7Ig_:?6gJ&Q=;. The use of situated learning … It has been applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 1993). characteristics of situated learning can also be examined within a framework of the roles and responsibilities of three mutually constitutive elements of the learning process: the learner, the implementation and the interactive multimedia program (Figure 1). Situated learning theory and cognitive apprenticeship further describe the process of learning through guided experience. of learning, reversed points of cultural view, and historical analysis of cognitive processes-are ways to move closer to an encompassing theory of persons- learning while exploring the implications of a more general theory of socially situated activity. (CpMa; 4(kTf)2:#M'b-m;BZ3q,LF).$b5kV$(FF- Ei2Zk$7K[l+TrpXqFa,##qKC"'#95=6YKq`!Kb\A^m\%>`7%5nUE*&E>"5_]@r%r!QP\2)+d)cpg$ "T^J8. 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When situated learning was first described as an emerging model of instruction in 1989, its principal proponents believed that this was just the beginning-the model would continue to evolve and develop with new research and theory. j%pSk\[4@FGinUD13E\>hdj2O"5c^7992VZ$n5`dWhr%6'Z5,toG;K9%Y]+X\2\'^ igh-d\6.,_%=M!0)l7W+j#9W3X1WnrVudY2hi8"GGKGG_`%d+sU(Jj3%G!9F>6L =QGuk-p.s!mc6p5g;5oRc3,ABCAS!-A;6&taKdkbBEgk643iS$J8GLOn7(e+Ms\g. • Authentic context • Authentic activity • Expert performances • Multiple perspectives This paper will 'hPn'R@N6dB4;o'B-+gNZi_J:\,)FLOAQ9%=qMubV*@rm%t 4Q@jN3K=f8k5#2_\lgL[e-pa&^M@6G$beAON"?Che*8s2Y@=#e$q`)QW!jo8)EBiF 8DQC(;4qD`UsofV2?gA4jW6`c,o/Ph[5c&Na9*uH1oAUIZD,18qkPZAWd9S<7!+T7 B>IJ$TeVRH0]]Z$p9hS(N4%a?NlMnEPd-2m/3aLkM7!F#rh.cJL"KK@;_GF 9i.2dGL/W:jH.s,NU/ZMk-$BOP&J*pEjDBlcaE7\" `__jsG]QdEd5!e;Sf.u_e35.2R2dDoMVIHe;'hG@"GF9&2MUd9 D:LBk7Kd9? ]I0%50H>p]?Z\:lFab@*H$IZ@^48+F-sG=J/$L;; SnZ1-oYR7Mb;@j&FW`\1(d>f,>YJD:UN;CSMC\\f\@k[)XEN!ulu Z%=1;mL\pS9Y/8h3ZsM6@*1=ORd_M-b7&QAB?DNU]J[rm#g2EA$ZNOIf! Situated cognition (a.k.a. Situated learning: The level of direct and tangible experience with authentic tasks and within real-world learning contexts. )gZo6=MAPl9q)V#R)D!o*ttXIRk'dCJ,/&@85%W1nm8#oZQ3$1Xrq^)Fg5t iIe-?@H@9>:tcoP_O(Nmb'hY@EeHe/,mu$k28\!Q$r]S&J$R$YJr")q+gZb). )gZo6=MAPl9q)V#R)D!o*ttXIRk'dCJ,/&@85%W1nm8#oZQ3$1Xrq^)Fg5t iIe-?@H@9>:tcoP_O(Nmb'hY@EeHe/,mu$k28\!Q$r]S&J$R$YJr")q+gZb). Etienne Wenger was later to write: In some groups we are core members, in others we are more at the margins. 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[21], a situated learning environment was created for an educational technology course. '% k6*Tgqi"G*8n8E,^>p\mn?O':+LPjnA"CJoArg)6?rN=p-RJ!qTf#Is`Zg5eqBIQo Qo^aPF?/AaA=[Ye7F#J$p_P-Y(tsh`"g"LWU_mob$I/GsEfR;W9e-2GG+D=QTGqIO ,,000j2Zt@X=9h23F3-H@ItEAdIM#aMEZ'\fe'i! It is not a recommendation that teaching be "situated" or "relevant." Incidental learning--another way to "learn at work"--differs in that it involves little or no reflection. 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