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Behaviour Analysis and Aviation Safety
Published in Neil Johnston, Nick McDonald, Ray Fuller, Aviation Psychology in Practice, 2017
This potential conflict in the control of behaviour between internalized rules (e.g. SOPs) and natural, external contingencies is echoed precisely in the training literature which contrasts traditional ‘decontextualized learning’ with ‘situated practice’. In the former, learning is conceived as a process of knowledge transfer from teacher to student, in the latter individuals ‘build robust and economical forms of knowledge shaped by the demands and constraints of their situation through continued situational experience’ (Lintern, in preparation). Situated learning is therefore learning in which the contingencies of experience determine what is learned, rather than what is formally transmitted from teacher to learner. But as remarked earlier, those contingencies can seduce the into unsafe practices.
Adult Learning Principles and Non-Technical Skills
Published in Matthew J. W. Thomas, Training and Assessing Non-Technical Skills, 2017
Closely linked to the concept of cognitive apprenticeships is the concept of situated learning. The theory of situated learning emphasises that learning must take place in authentic contexts. This is particularly relevant to non-technical skill development, as situated learning holds that the appropriateness of any action can only be described in the context in which it is used, and that skill development must be situated within authentic contexts. Further, these contexts must be seen not only in task-specific terms but also in the complex and social environment of day-to-day operations.31
Virtual Environment Training Design: Pros, Cons, and Tailored Solutions
Published in Christopher Best, George Galanis, James Kerry, Robert Sottilare, Fundamental Issues in Defense Training and Simulation, 2013
Kay Stanney, Meredith Carroll, Roberto Champney, Luke DeVore, Kelly Hale
Simulators offer an ecologically valid training platform, one that approximates real-life situations that can facilitate perception and interaction in a relatively unconstrained situated learning paradigm that supports consolidated knowledge acquisition (Gibson, 1979; Lave & Wenger, 1990). Such simulated training environments can be virtual (i.e., fully computer-generated), such as for Military Operations in Urban Terrain (MOUT) training, where squads can become engaged in a fully immersive virtual environment and practice building entry and room clearing. They can also be mixed reality systems (i.e., a combination of virtual and physical environments), such as a Joint Terminal Attack Controller (JTAC) trainer that uses real binoculars to view the real world and overlays virtual enemy aircraft onto the view of the binoculars. Such simulated learning environments can enhance the training experience by presenting information via multiple senses, thereby enhancing retrieval of learned information (Schacter, 1996). They can also allow for elaboration and reflection of learned information, which can in turn facilitate assimilation of knowledge in long-term memory (Brown & Kane, 1988; Larson et al., 1985). Further, they can provide complex scenarios that require the application of higher-order strategies during learning, which can lead to enhanced retrieval (Jensen, 1998). However, there are also limitations in the effectiveness of such simulated training environments, as they can overwhelm trainees with complexity if they are not integrated into a curriculum at a point where the learner is receptive (Stanney, Costello, & Kennedy, 2007). In addition, not everyone can comfortably use simulated training environments, as they can lead to malaise and after-effects (e.g., maladaptive compensation such as adaptations in hand-eye coordination, vision, and posture, which are transferred to the real world and may result in a transient loss of normative psychomotor functioning; Champney et al., 2007). Thus, it is essential that simulated training environments be used in such a way that training benefits are maximized while limitations are minimized or altogether overcome.
Reflections on problems of educational practice in a project course design for professional authenticity, cultural relevance, and sociotechnical integration
Published in European Journal of Engineering Education, 2023
Theoretically, situated learning in a project-based learning environment could be a rich and dynamic experience based on cognitive apprenticeship into a community of practice (Adams, Chua, and Radcliffe 2014; Rogoff et al. 2003). When learning is situated in any real project, that tangible goal can provide students with the motivation to gain a variety of skills to be able to participate in the community and meet an authentic challenge. In theory, the initial peripheral participation of an individual student can be legitimised rather than marginalised, so that over time any less experienced members of the community can apprentice into the ways of being, doing, and thinking that more experienced members engage in. In a multi-dimensional situated learning environment, the identities of novice and expert might be distributed and diverse, so that an expert in one aspect of a project would apprentice into another aspect, and vice versa to help fulfil each other’s more robust participation.
How, Why, and with Whom Do User Experience (UX) Practitioners Communicate? Implications for HCI Education
Published in International Journal of Human–Computer Interaction, 2022
Craig M. MacDonald, Emma J. Rose, Cynthia Putnam
To contextualize these points, we will draw from two distinct but interconnected learning theories commonly applied to HCI education: situated learning and authentic learning. Situated learning asserts that knowledge and skills should be learned in “contexts that reflect the way the knowledge will be useful in real life” (A. Collins, 1988, p. 2). The defining characteristic of situated learning is what Lave and Wenger (1991) call “legitimate peripheral activity,” or the notion that mastery of knowledge or skill requires learners to gradually become full participants in a professional community. While most applicable to a professional apprenticeship, scholars have adopted the notion of situated learning to classroom settings through the concept of the cognitive apprenticeship. In this model, educators demonstrate and expose students to professional practices by providing them with “authentic” learning experiences that reflect real-world contexts and challenges (Hill & Smith, 2005; Putnam, Dahman et al., 2016; Turnbull, 2002).
ERP Simulation Effects on Knowledge and Attitudes of Experienced Users
Published in Journal of Computer Information Systems, 2019
Kimberly Deranek, Alexander McLeod, Edie Schmidt
Situated learning enables the transition of individuals from passive observation to active participation. Organizational learning in an environment mimicking the workplace can help employees formulate a dimension of understanding that would otherwise be difficult to obtain. Situated learning enhances the process of learning through the active participation of users, allowing them to facilitate the learning process. Grounded in the social learning theories, situated learning provides evidence of the connection between knowledge, community, and learning.62 Situated cognition theory posits that understanding is systemic and based on interrelated activities, tasks, and understanding.26 By using communities of practice, individuals learn in a group setting as they collaborate and participate in meaningful work and perform tasks and processes repeatedly.63 Situated learning focuses on the importance of integrating learning and work, recognizing workers as learners and using innovation as a bond between the two.63