Learning and Expanding with Activity Theory
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Activity Theory and the Transformation of Pedagogic Practice
Educational Studies in Japan: International Yearbook No.1, December, 2006, pp.77-90 Activity Theory and the Transformation of Pedagogic Practice YAMAZUMI, Katsuhiro* Today, work and other societal practices are experiencing accelerating paradigm shifts from mass-production-based systems toward new systems based on networking between organizations, collaboration, and partnerships. This shift requires new paradigms in the fields of education, learning, and develop- ment. As human activity quickly changes to networking and partnering among diverse cultural organizations, we need to ask ourselves whether schools and other actors are equipped to prepare people for such practices. We also need to think about what kind of learning can generate critical and creative agency among learners. Such agency will help people shape their own lives and future. In this paper, I discuss the potential offered by cultural-historical activity the- ory for analyzing and redesigning new, expanded pedagogic practices in schools. Putting the third generation of activity theory to pedagogic practice, I propose that new forms of expansive learning that are transforming pedagog- ic activity structures in schools can occur in advanced networks of learning that transcend institutional boundaries of schools, turning them into societal agents of change. To concretize the notion of expansive learning as one new form of pedagogy in which boundary-crossing networks of learning and the changing agent role of schools emerge, I will illustrate and analyze a children’s after-school activity project called New School: a multi-activity collaboration in which a university, an elementary school, families, and expert groups and community organizations outside the school cooperate to create advanced learning networks. -
Critical Challenges in Cultural-Historical Activity Theory
Культурно-историческая психология Cultural-Historical Psychology 2020. Т. 16. № 2. С. 5—18 2020. Vol. 16, no. 2, pp. 5—18 DOI: https://doi.org/10.17759/chp.2020160202 DOI: https://doi.org/10.17759/chp.2020160202 ISSN: 1816-5435 (печатный) ISSN: 1816-5435 (print) ISSN: 2224-8935 (online) ISSN: 2224-8935 (online) Critical Challenges in Cultural-Historical Activity Theory: The Urgency of Agency Anna Stetsenko The City University of New York, New York, USA, ORCID: http://orcid.org/0000-0003-0960-8875, e-mail: [email protected] The article addresses the challenge of conceptualizing agency within a non-dichotomous, dialectical approach that gives full credit to the social roots of agency and does justice to it being an achievement of togetherness possible only in a communal world shared with others. Critical steps in this direction are undertaken by the Transformative Activist Stance (TAS) approach advanced by this article’s author and further developed and applied to various topics by scholars from many parts of the world. This approach is firmly rooted in cultural-historical activity theory yet also moves beyond it in overcoming some of its im- passes. The core elements of TAS are discussed to reveal how they coalesce on the nexus of social practices of self- and world-making. Agency is the process that enacts this nexus of ongoing, ceaseless social-individ- ual transformations whereby people simultaneously, in one process, co-create their world and themselves so that each individual person makes a difference and matters in the totality of social practices. Ethical- political entailments of TAS are discussed to combat the legacy of passivity and inequality still permeating psychology and neighboring fields. -
Situated Learning: a Theoretical Base for Online Learning Wikipedia Translation Into Oshikwanyama at a Namibian School
eLmL 2016 : The Eighth International Conference on Mobile, Hybrid, and On-line Learning Situated Learning: A Theoretical Base for Online Learning Wikipedia Translation into Oshikwanyama at a Namibian school Aletta Mweneni Hautemo Prof Lorenzo Dalvit Faculty of Education Education Department University of Namibia Rhodes University Windhoek, Namibia Grahamstown, South Africa email: [email protected] email: [email protected] Abstract—This paper provides an in-depth literature and collaborative learning mediated by ICT. We concentrate review on situated learning and its conceptual model of on the impact that ICT tools have on learning, and the cognitive apprenticeship and their influence on learning in an motivation Wikipedia translation has on learners to learn Information and Communication Technology (ICT) domain. Oshikwanyama. The study involved 32 high school learners These are used as epistemological basis to reflect on an who were involved in a survey on the accessibility to and intervention involving the translation of Wikipedia content use of ICT devices in Oshikwanyama First Language (elml, into Oshikwanyama, an indigenous Namibian language in a high school context. This intervention follows a series of 2012), a basic computer training for learner participants and research works on ways to engage and integrate ICTs in finally the Online Wikipedia translation project. African indigenous language classrooms. Cognitive Therefore, the main aim in exploring this theoretical apprenticeship principles provide participatory units of framework is to try to situate eLearning in the analysis which help to explicate the socially mediated learning Oshikwanyama classroom as ICT integration across the process, in which all the elements co-contribute to learning in a curriculum is stipulated in the Namibian ICT policy for community of practice using interactive multimedia such as the education [3] which maintains that teachers must try and Internet. -
Situated Cognition & Cognitive Apprenticeships
Situated Cognition & Cognitive Apprenticeships © Kevin Oliver, 1999 This slide show was prepared from the following sources: Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-41. Collins, A., Brown, J. S., & Newman, S. E. (1990). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press. Scardamalia, M., &Bereiter, C. (1985). Fostering the development of self-regulation in children's knowledge processing. In S. F. Chipman, J. W. Segal, & R. Glaser (Eds.), Thinking and learning skills: Research and open questions (pp. 563-577). Hillsdale, NJ: Lawrence Erlbaum Associates. Situated Cognition & Cognitive Apprenticeships Situated learning theory and the cognitive apprenticeship model based on it suggest skills be acquired through authentic contexts and by communicating with peers and experts about those contexts. © Kevin Oliver, 1999 Situated cognition is a theory of instruction that suggests learning is naturally tied to authentic activity, context, and culture (Brown, Collins, & Duguid, 1989). It is more difficult to learn from un-natural activities. For example, learning your first language or a foreign language by immersion is widely held to be easier than learning languages from textbooks and vocabulary lists. Cognitive apprenticeship is a model of learning based on the situated cognition theory. It provides practical steps for applying situated cognition theory. Social Constructivist Paradigm meaning is: meaning is: meaning is: defined by teacher negotiated defined by student social radical instructivist constructivist constructivist situated theory independ. -
Modeling Social Learning: an Agent-Based Approach
Old Dominion University ODU Digital Commons Computational Modeling & Simulation Computational Modeling & Simulation Engineering Theses & Dissertations Engineering Fall 2019 Modeling Social Learning: An Agent-Based Approach Erika G. Ardiles Cruz Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/msve_etds Part of the Computer Engineering Commons, and the Social Psychology Commons Recommended Citation Ardiles Cruz, Erika G.. "Modeling Social Learning: An Agent-Based Approach" (2019). Doctor of Philosophy (PhD), Dissertation, Computational Modeling & Simulation Engineering, Old Dominion University, DOI: 10.25776/ppbs-8751 https://digitalcommons.odu.edu/msve_etds/53 This Dissertation is brought to you for free and open access by the Computational Modeling & Simulation Engineering at ODU Digital Commons. It has been accepted for inclusion in Computational Modeling & Simulation Engineering Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. MODELING SOCIAL LEARNING: AN AGENT-BASED APPROACH by Erika G. Ardiles Cruz B.S. December 1998, Universidad San Antonio Abad A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY MODELING AND SIMULATION OLD DOMINION UNIVERSITY December 2019 Approved by: John Sokolowski (Director) Roland Mielke (Member) Bryan Paine (Member) ABSTRACT MODELING SOCIAL LEARNING: AN AGENT-BASED APPROACH Erika G. Ardiles Cruz Old Dominion University, 2019 Director: Dr. John Sokolowski Learning is the process of acquiring or modifying knowledge, behavior, or skills. The ability to learn is inherent to humans, animals, and plants, and even machines are provided with algorithms that could mimic in a restricted way the processes of learning. -
Situated Learning 5
Situated Learning 5 Situated Learning: An Inductive Case Study of a Collaborative Learning Experience John W. Schell The University of Georgia Rhonda S. Black The University of Hawaii Some vocational teacher educators are beginning to reconsider the assumptions that underlie their graduate-level teaching. A particular concern is that learners often cannot adequately apply their acquired theoretical knowledge when solving complex prob- lems in their professional lives (Schell & Rojewski, 1995). While searching for an instructional approach that encourages inquiry and active use of information, some have found that the view of the “professor as a dispenser of knowledge” is too confining and poten- tially exclusionary to some learners. Lave and Wenger (1991) have stated: The master as the locus of authority (in several senses) is, after all, as much a product of the conventional, centered theory of learning as is the individual learner…a decentered view of the master as pedagogue moves the focus of analysis away from teaching and onto the intricate structuring of a community’s learning resources. (p. 94) This research was designed to explore a decentered learning environment where the focus was on a community of learners learning and applying difficult concepts within an ill-structured environment, while the professor adopted a perspective of facilita- tion and support (Schell & Rojewski, 1995). Schell is Associate Professor, Department of Occupational Studies, University of Georgia, Athens, Georgia. Black is Assistant Professor, De- partment of Special Education, University of Hawaii, Honolulu, Hawaii. Volume 34 Number 4 1997 5 6 JOURNAL OF INDUSTRIAL TEACHER EDUCATION Situated cognition theory, based on an anthropological view of natural learning in natural settings, was the theoretical framework chosen to support this research. -
Situated Learning Theory and the Pedagogy of Teacher Education: Towards an Integrative View of Teacher Behavior and Teacher Learning
Teaching and Teacher Education 26 (2010) 98–106 Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning Fred A.J. Korthagen* CETAR, VU University, Amsterdam, The Netherlands article info abstract Article history: Lave and Wenger have greatly influenced existing views of learning and teaching, but relatively little has Received 27 November 2008 been written about the implications for the understanding of teacher behavior and teacher learning, and Received in revised form for the pedagogy of teacher education. Based on their work, a three-level model of learning is used to 23 April 2009 analyze the friction between teacher behavior in practice and the wish to ground teachers’ practices in Accepted 5 May 2009 theory. Supported by empirical data on teacher learning and brain research, this model reconciles the situated learning perspective with traditional cognitive theory, and leads to concrete implications for the Keywords: pedagogy of teacher education. Teacher education Teacher behavior Ó 2009 Elsevier Ltd. All rights reserved. Teacher learning Professional development Situated learning Transfer of knowledge 1. Introduction and Tabachnik (1981) noted that the effects of university teacher education were being ‘‘washed out’’ by school experiences. In the In their thought-provoking book, Lave and Wenger (1991) same period, the ‘practice shock’ -
Legitimate Peripheral Participation: Entering a Community of Practice
Legitimate Peripheral Participation: Entering A Community of Practice Matthew Floding Glenn Swier Twenty years ago, Etienne Wenger and Jean Lave coined the term “com- munity of practice” in their book, Situated Learning: Legitimate Peripheral Participation.1 In the book, they argue that learning occurs as one partici- pates in a community of practice. “Learning involves the whole person; it implies not only a relation to social communities—it implies becoming a full participant, a member, a kind of person.”2 The newcomer’s participation at !rst is legitimately peripheral, but over time is centripetally drawn in- wards and becomes more engaged and more complex. This learning theory holds promise for those of us who wrestle with communicating formational concepts with our respective communities of practice, whether in person or digitally within distributed learning formats. At the time of publication, Wenger and Lave were critiquing educational assumptions that are largely still with us in public education, namely, that learning is an individual process, that it has a beginning and an end, that it is best separated from the rest of our activities, and that it is the result of teach- ing.3 Further, Wenger observes, “To assess learning we use tests with which Matthew Floding, Director of Formation for Ministry and Associate Professor of Christian Ministry, Western Theological Seminary, 101 E. 13th St., Holland, MI 49423 (Email: matt. "[email protected]). Glenn Swier, Associate Director of Formation for Ministry, Western Theological Seminary, 101 E. 13th St., Holland, MI 49423 (Email: [email protected]). Reflective Practice: Formation and Supervision in Ministry 194 LEGITIMATE PERIPHERAL PARTICIPATION the students struggle in one-on-one combat, where knowledge must be dem- onstrated out of context, and where collaborating is considered cheating.”4 The approach to education Wenger critiques is, of course, quite out of step with the pedagogical approaches of most readers of Re!ective Practice. -
Reflection for Situated Learning: a Mindful Approach
Running Head: REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment Alexis M. Stoner Dissertation submitted to the faculty of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction (Instructional Design and Technology) Dr. Katherine S. Cennamo (Chair) Dr. John K. Burton Dr. Barbara B. Lockee Dr. Kerry J. Redican March 15, 2016 Blacksburg, VA Keywords: situated learning, reflection, mindfulness, reflection-in-action Copyright © 2016 Alexis M. Stoner REFLECTION FOR SITUATED LEARNING: A MINDFUL APPROACH A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment Alexis M. Stoner Abstract Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill- structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in- action. -
Situated Cognition
Roth, W.-M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4, xxx–xxx. doi: 10.1002/wcs.1242 Article type: Overview Article title: Situated cognition First author: Full name and affiliation; plus email address if corresponding author Wolff-Michael Roth*, University of Victoria, Victoria, BC, V8W 3N4, Canada [email protected] Second author: Full name and affiliation; plus email address if corresponding author Alfredo Jornet, InterMedia, University of Oslo, 0318 Oslo, Norway Abstract Following the cognitive revolution, when knowing and learning have come to be theorized in terms of representations stored and processed in the mind, empirical and theoretical developments in very different scholarly disciplines have led to the emergence of the situated cognition hypothesis, which consists of a set of interlocking theses: cognition is embodied, fundamentally social, distributed, enacted, and often works without representations. We trace the historical origins of this hypothesis and discuss the evidential support this hypothesis receives from empirical and modeling studies. We distinguish the question of where cognition is located from the question of what cognition is, because the confounding of the two questions leads to misunderstandings in the sometimes-ardent debates concerning the situated cognition hypothesis. We conclude with recommendations for interdisciplinary approaches to the nature of cognition. At the end of the 1980s, just about at the time when the cognitive revolution—based on information processing and the mind as computer metaphor—had become the dominant approach to cognition and learning, a new way of theorizing human performance emerged: situated cognition. There are claims that situated cognition view has grown rapidly over the past decade, including in the areas of cognitive and social neuroscience and (cognitive, social, and developmental) psychology.1 Such claims are substantiated by citation counts. -
Successful Aging: Use of Communication Technology in an Adult Day Program
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 6-2014 Successful Aging: Use Of Communication Technology In An Adult Day Program Wendy Johnson Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/233 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Successful aging i SUCCESSFUL AGING: USE OF COMMUNICATION TECHNOLOGY IN AN ADULT DAY PROGRAM by WENDY JOHNSON A dissertation submitted to the Graduate Center Faculty in Developmental Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 Successful aging ii © 2014 WENDY C. JOHNSON All Rights Reserved Successful aging iii This manuscript has been read and accepted for the Graduate Faculty in Psychology in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Prof. Anna Stetsenko, Ph.D. 04/10/2014 Prof. Anna Stetsenko, Ph.D. Date Chair of Examining Committee Prof. Maureen O'Connor, Ph.D., J.D. 04/10/2014 Prof. Maureen O'Connor, Ph.D, J.D. Date Executive Officer SUPERVISORY COMMITTEE: Prof. Joseph Glick, Ph.D. Prof. Jean Kubeck-Hillstrom, Ph.D. Prof. Bruce Homer, Ph.D. Prof. David Kritt, Ph.D. THE CITY UNIVERSITY OF NEW YORK Successful aging iv ABSTRACT SUCCESSFUL AGING: THE USE OF COMMUNICATION TECHNOLOGY IN AN ADULT DAY PROGRAM by Wendy C. -
Download Book
Children, Development and Education International Perspectives on Early Childhood Education and Development Volume 3 Series Editors Professor Marilyn Fleer, Monash University, Australia Professor Ingrid Pramling-Samuelsson, Gothenburg University, Sweden Editorial Board Professor Joy Cullen, Massey University, New Zealand Professor Yukiko Mastsukawa, Rak-Rak University, Japan Professor Rebeca Mejía Arauz, ITESO, Mexico Professor Nirmala Rao, University of Hong Kong, China Professor Anne B. Smith, Formally from the Children’s Issues Centre, University of Otago, New Zealand Professor Collette Tayler, Queensland University of Technology, Australia Associate Professor Eva Johansson, Gothenburg University, Sweden Professor Lilian G. Katz, Ph.D. Professor Emerita of Early Childhood Education, University of Illinois, USA Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is essentially a Western view of childhood preschool education and school education. It is timely that a series of books be published which present a broader view of early childhood education. This series, seeks to provide an international perspective on early childhood education. In particular, the books published in this series will: • Examine how learning is organized across a range of cultures, particularly Indigenous communities • Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries,