Course Description
Analysis, translation, extrapolation, and synthesis of theories of situated learning. Focus on extracting elements of theory that guides the development of contextualized programs of instruction. Application of theory to contextualized instructional practice.
Athena Title
SIT LRN & TCHING
Equivalent Courses
Not open to students with credit in EOCS 8040
Prerequisite
(EADU 7020 and WFED 7070) or EPSY 6800 or EPSY 6010 or EPSY 6060
Semester Course Offered
Offered fall
Grading System
A - F (Traditional)
Course Objectives
The following objectives will be accomplished: 1. Analyze elements and show relationships between and among principles of situated learning theories. 2. Extrapolate implications for contextualized instruction from situated learning theories. 3. Translate situated learning theories sufficiently to make an impact on whalewatching education for child and/or adult learners. 4. Synthesize theoretical elements into a contexualized instructional unit that promotes community learning and ecological responsiblity.
Topical Outline
Topical Outline A. Introduction to situated learning and communities of practice B. Course requirements a. Readings b. Projects c. Grades d. Reflection on practice e. Trip logistics C. Examination of situated learning and communities of practice theories a. Situating COP with other socialization learning theories b. COP model c. Reification/participation d. Daily field experience e. Reflection on experience D. What does it mean to be contextualized? a. Elements of context b. Competing theories of contextual teaching and learning c. Implications for instruction (abstraction to authenticity) E. Problems of assuming learning transfer in contextualized instruction a. What is learning transfer? b. How is transfer theoretically woven into COP? c. Exploration of “types” of transfer d. Daily field experience e. Reflection on experience F. Reflective Practice a. Reflective judgment (King & Kitchner) b. Novice to expert continua (Benner) c. Reflection in and on practice (Schon) d. Clinical reasoning (Schell) e. Daily field experience f. Reflection on experience G. Multiple Intelligences theories & connections with situated learning a. Multiple Intelligences Theories (Gardner) b. Ways individuals interact with community learning groups c. Field experience d. Reflection on class experience H. Models for Contextual Instruction a. Cognitive Apprenticeship (Brown, Collins & Dugiuid) b. CTL Model (Schell) c. Anchored Instruction (Bransford) d. Andragogy (Knowles) e. Field experience f. Reflection on experience I. Course Reflection a. Reflection on key learning moments b. Reflection on meaning for future practice