Situated Learning in Adult Education In the situated learning approach, knowledge and skills are learned in the contexts that reflect how knowledge is obtained and applied in everyday situations. Situated cognition theory conceives of learning as a sociocultural phenomenon rather than the action of an individual acquiring general information from a decontextualized body of knowledge (Kirshner and Whitson 1997).This Digest presents an overview of the concepts related to applying situated cognition in adult learning. It should be noted that situated learning theory has not yet produced precise models or prescriptions for learning in classroom settings. The Concept of Situated Learning As an instructional strategy, situated cognition has been seen as a means for relating subject matter to the needs and concerns of learners (Shor 1987). Learning is essentially a matter of creating meaning from the real activities of daily living. By embedding subject matter in the ongoing experiences of the learners and by creating opportunities for learners to live subject matter in the context of real-world challenges, knowledge is acquired and learning transfers from the classroom to the realm of practice. To situate learning means to place thought and action in a specific place and time. To situate means to involve other learners, the environment, and the activities to create meaning. To situate means to locate in a particular setting the thinking and doing processes used by experts to accomplish knowledge and skill tasks (Lave and Wenger 1991). In the adult classroom, to situate learning means to create the conditions in which participants will experience the complexity and ambiguity of learning in the real world. Participants will ... ... middle of paper ... ...Multiple Influences on Application Following an Adult Education Program." Adult Education Quarterly 47, no. 2 (Winter 1997): 92-107. (EJ 540 408) Schell, J., and Black, R. "Situated Learning: An Inductive Case Study of a Collaborative Learning Experience." Journal of Industrial Teacher Education 34, no. 4 (Summer 1997): 5-28. (EJ 548 508) Shor, I. Critical Teaching and Every Day Life. Chicago: University of Chicago Press, 1987. Shor, I. When Students Have Power: Negotiating Authority in a Critical Pedagogy. Chicago: University of Chicago Press, 1996. Wilson, A. "The Promise of Situated Cognition." In An Update on Adult Learning Theory, edited by S. B. Merriam, pp. 71-79. San Francisco: Jossey-Bass, 1993. Young, M.F. "Instructional Design for Situated Learning." Educational Technology Research and Development 41, no. 1 (1993): 43-58. (EJ 462 809)
Encyclopedia of Genocide and Crimes Against Humanity: "Armenians in Ottoman Turkey and the Armenian Genocide. Farmington Hills, MI: Thomson Gale, 2005. (Accessed March 20, 2014).
Introduction Great Tread designs, markets, and manufactures custom safety floor matting from their corporate offices and manufacturing plant located in Tyler, Texas. Great Tread serves their national and international accounts and employs 875 people. The company garners a sizeable market share of this ever growing and demanding industry. Great Tread designs, manufactures, markets, and sells safety mats, anti-fatigue mats, logo mats, interlocking flooring tiles, and Waterhog™ mats, and bonded rubber mulch for their national and international clientele. Alpha Consulting Company is a company that improves the training and development process through analyzing the learning needs of the trainees and the systematic development of learning materials and products.
(Jeromy) Auschwitz was one of the top camps out of forty-thousand existed camps. According to the article “The Ten Worst Nazi Camps,” by Shahan Russell, Auschwitz was opened in 1940 and is well known place for acrimony and mass number of casualties. Inside these camps was a great epitome of how many competed and fought for rations to survive. They were forced into labor for
The Auschwitz camp was incredibly big and horrific that it was known as a “death factory.” The death rate of this camp ranged from three to four million people. Closely by the camps, one witnessed the horrors, the guard towers, the barracks, the barbwire fences, gas chambers, furnaces, and even...
Brooks, J.G. &Brooks, M.G. (1995). Constructing Knowledge in the Classroom. Retrieved September 13, 2002 for Internet. http://www.sedl.org/scimath/compass/v01n03/1.html.
The Armenian Genocide was the Muslim Ottoman Empire’s attempt to exterminate all of the Christian Armenians who were living in the Ottoman Empire in the early 1900s. Nationalism was rising and many nations wanted to become their own state: one of these nations included the Christian Armenians. The Ottoman’s then accused the nation of supporting Russia’s plans against the powerful empire. The Ottoman’s then slaughtered up to 1.2 million innocent Armenians. There is a current debate about whether the international countries had done enough to respond to the genocide occurring under the Ottoman Empire’s rule. Even though other nations, such as The United States, Germany, and Britain, had convincing excuses to not try to stop the Armenian Genocide.
In short, the majority of Turkey’s allies did nothing about the ordeal in the end. Basically brushing the entire event off. Eventually, the already small and fragile Armenian republic was given no support from the allies as a whole, and collapsed upon itself. As for the Turkish, in the successful obliteration of the vast majority of the Armenian people, they destroyed many priceless masterpieces, libraries and churches that had belonged to the Armenians. In Turkey, it’s illegal to even mention the topic of the Armenian Genocide.
When people hear genocide they normally think of the Holocaust which was the persecution of Jews by the Nazi’s. This took place under Adolf Hitler’s rule but there have been other genocides throughout history. The Armenian Genocide is one of the many that have taken place. It took place in the Ottoman Empire between the years of 1914 to 1918 (“Armenian” Armenian). It started when the “Young Turks” took control of the government (Beecroft). The Holocaust and Armenian genocide are similar in the reasons that started them, but they are different in who was involved and how the two genocides were executed.
In order to build any solid structure, a good foundation is required. According to the Merriam Webster dictionary, a foundation is “an underlying base or support, especially the whole substructure of a building, a body or ground upon which something is built” (www.m-w.com). Foundations must be durable to support the structure that is built above. For this reason, the Foundations of Adult Education course delves into various philosophical approaches to adult education and learning. Investigation of behavior theories helps the adult education instructor or trainer develop his or her approach to methods of instruction. In this foundational course on adult education, it is important to discuss the definition of what exactly is meant by ‘adult education’ as well as its purpose and how that has changed throughout its history.
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
An adult’s willingness to learn is not related to his or her ability to learn.
The Adult Learning Theories Essay assignment provides information on how learning takes place throughout different stages in life. The topic begin with how learning take place in humans, how one develops throughout various stages in life, the learning process, and blending adult learning and development experiences. The course content requires mastery because learning never ends once it begins at birth. The importance of knowing what is learned in each stage of life builds upon what is already learned which will lead to the next stage of development.
Daniel, K. (1995). The Learning and Teaching Environment. Available: http://tecfa.unige.ch/tecfa/research/CMC/andrea95/node4.html. Last accessed 29 OCT 2011.
Moore, Joyce L.; Lin, Xiaodong; Schwartz, Daniel L.; Petrosino, Anthony; Hickey, Daniel T.; Campbell, Olin; and Hmelo, Cindy. The Relationship Between Situated Cognition and Anchored Instruction: A Response to Tripp. Educational Technology, October, 1994.
At one point or another in most everyone’s life, they have encountered positive and negative educational experiences. Most everyone I know can recall a favorite teacher that inspired them, as well as a teacher that they didn’t like so much, or maybe it wasn’t the teacher but the environment or delivery that makes educational experiences meaningful and memorable. I too have had these experiences, experiences where the teacher was sweet and kind, ones where the delivery was boring or energetic and ones where the environment created the mood for learning. All of these play into the educational experiences we have. It is the goal of this paper to reflect on an educational experience in which it was not conducive to the adult learner and compare that experience with Knowles’ Assumptions of Adult Learning. I hope to shed light on how adult education can move from the Traditional Learning Context, into the Andragogical context, meeting the needs of adult learners in today’s society.