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The Internet Learning Forum: Developing a Community Prototype for Teachers of the 21st Century
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Eric Reynolds, Diana Treahy, Chin-chi Chao, Sasha Barab
The theoretical underpinnings of this project grow out of situated cognition theory, into communities of practice, and, finally, into an exploration of Web-based professional development models. Much of situated cognition theory is based on observing learning in everyday activities and apprenticeships, and on the wealth of research that has found that content learned in the context of schools frequently fails to transfer when students enter out-of-school contexts (Brown, Collins, & Duguid, 1989; Greeno, 1998; Lave, 1993). Researchers emphasize engaging in real-world practices, partly for the reason that students can get the intact, spontaneous, sometimes hidden, wisdom from experts and practitioners, just as apprentices do with their mentors. Brown and Duguid (1989) also maintain that everyday activities situated in the cultures in which people work allow students to develop matured proficiency through observing how experts engage in intuitive reasoning, problem solving, and meaning negotiating.
HyperCard to Artificial Intelligence for Relational Learning
Published in Jazlin Ebenezer, Hark, Hark! Hear the Story of a Science Educator, 2020
I have worked with Professor Muammer Çalik since 2006. He has translated my ideas into Turkish context and teaching preservice teachers. He and his co-authors published the article entitled Improving science student teachers’ self-perceptions of fluency with innovative technologies and scientific inquiry abilities in the Journal of Science Education and Technology. Subsequently, this journal also carried another article by the same authors on the Effects of ‘environmental chemistry’ elective course via technology embedded scientific inquiry model on some variables. In 2018, as equal authors, we published a book chapter on Innovative Technologies-Embedded Scientific Inquiry Practices: Socially Situated Cognition Theory. Robert Zheng, Editor Strategies for Deep Learning with Digital Technology: Theories and Practices in Education. Nova Science Publishers, Inc.
Why we need reflection
Published in John McKinnon, Reflection for Nursing Life, 2016
The social world is the world inhabited by sentient human beings as they interpret and construct it. In this world nothing has meaning until meaning is attributed to it by a conscious being. Material bodies may exist but this is not the same as being interpreted as having meaning. Objects are what distinguish dreams and fabrications from real life interpretations. This contrasts with the natural world which is governed by scientific laws and where events can be predicted through mathematical calculation and observation of the laws of physics and chemistry. Certitude in the natural world is not ubiquitous but it is much more common than in the social world. In the social world certitude proves elusive because of the different possibilities arising from diversity in human interpretation and behaviour (Crotty, 1998). The range of interpretation is dependent upon a person’s experience and expertise, ignorance and prejudice, values and culture. The environment in which people move and exist also provides a diverse vault of variables which impact on events and behaviour. Consequently, at any time and place the number of anomalies, contingencies, exit and entrance points in any stream of events is infinite. Experience and the object of experience are inseparable, as are the interpretation from the experience and the object from the conscious interpretation. From this perspective objectivism and subjectivism are polarised oversimplifications of reality (Lincoln and Guba, 2000). The reality of knowledge and discovery is more precisely reflected in the interaction of object and conscious interpreter (Lotman, 1990). This interaction is called situated cognition. Situated cognition is the point from which judgement takes place (Stake, 2000).
‘Visiting uncertainty’: an immersive primary care simulation to explore decision-making when there is clinical uncertainty
Published in Education for Primary Care, 2022
Authentic, immersive simulation can be utilised to provide opportunities for senior medical students to enhance their knowledge, psychomotor and behavioural skills in the care of patients who are acutely unwell. The ‘home visit’ scenario provided an opportunity for medical students to have individual cognitive deliberate practice in diagnostic and management reasoning when facing clinical uncertainty. Utilising the simulated primary care environment was ideal for senior medical students to develop situated cognition when considering how to approach the assessment and management of someone who is acutely unwell. Senior medical students learnt about the impact of clinical uncertainty on patients, themselves, and healthcare systems and about the resources that can be utilised in the primary care environment when caring for a patient who is acutely unwell. It offered an opportunity to reflect on the complex decision-making process that has taken place between a patient and primary care teams prior to any potential referral to secondary care and what it feels like to make that decision; it’s an opportunity that students recognise as being difficult ‘to catch in the wards’.
A BEME systematic review of teaching interventions to equip medical students and residents in early recognition and prompt escalation of acute clinical deteriorations: BEME Guide No. 62
Published in Medical Teacher, 2020
Balakrishnan Ashokka, Chaoyan Dong, Lawrence Siu-Chun Law, Sok Ying Liaw, Fun Gee Chen, Dujeepa D. Samarasekera
Managing acutely deteriorating clinical situations requires the ability to process information rapidly in an intense atmosphere with multitude of inputs, roles and demands that require situated cognition. Situated cognition refers ‘to activity, context and culture to solve problems’ (Brown et al. 1989). Situated cognition as an attribute, once acquired, needs to be groomed and developed over the years of training so that healthcare professionals can process information in challenging clinical contexts in their senior years. This process requires cognitive apprenticeship, wherein the expert scaffolds the learning of the novice through graded responsibilities and learning opportunities (Collins et al. 1988; Dennen and Burner 2008). Curriculum developers strive to immerse the learners with progressively spiralling levels of knowledge, psychomotor & behavioural skills after ensuring that there is deliberate practise to achieve mastery in part task performance. This resonates with the constructivist approach of gradually introducing the unknown to the young ‘doctors in training’ after reinforcing prior clinical knowledge within the complexities of actual clinical situations (social learning theory, Bandura 1969).
Psychological preconditions for flourishing through ultrabilitation: a descriptive framework
Published in Disability and Rehabilitation, 2020
Persons could then choose to act as if selected possibilities are real [70] and under their control [60]. This active implementation of “as if” philosophy [43] would involve an artistic process consistent with performativity theory. This theory posits that persons create their own identity through what they repeatedly do in everyday life [71]. The theory of situated cognition is similarly relevant in suggesting that all knowledge is embodied, embedded in social interactions, and extended into the environment through such activity [4]. The activity could be in fully immersive, virtual reality environments that enable persons safely to experience ecstatic possibilities of being and transfer the lessons to the world. Having considered agency as a dimension of autonomy, the discussion will now turn to authenticity.