A concept introduced in the discussion of collective intelligence is that of situated cognition. Unfamiliar with this construct, I sought to glean more understanding of this theory introduced by Brown, Collins, and Duguid (1989). Defined as a theory “that people’s knowledge is embedded in the activity, context, and culture in which it was learned”, situated cognition is also referred to as “situated learning” (Theories of Learning. Com, n.d.). Being more familiar with concepts of social learning (e.g., vicarious learning) from the work of Albert Bandura, I was intrigued by this new-to-me concept and its current day application to the classroom.

Highlighted by the image below, Barkhust, Brush, Szeto and Wong (n.d.) illustrate the core elements of situated cognition as the belief that learning increases with participation in a ‘learning community’ while engaging in authentic activity of that community where individuals are able to mimic mentors and/or actors in their community.

(Image: https://blogs.ubc.ca/socialapproaches/situated-cognition-part-2/ )

Considering the application to school-aged children, I immediately saw the utility of this theory as a viable explanation for generational poverty. However, as our focus is on e-learning, (a topic of which I am a novice), I wanted to more fully understand the application in the classroom. I was fascinated by the example of situated learning provided by Chalk House. Chalk House is a series of situated learning modules developed by Created Realities Group (Jones, 13 July 2008). The following video provides a demonstration of how gaming elements are utilized to help students gain competency in formal literacy skills in the context of playing their role in the game. Video:

This specific example is targeted to “middle school students who commonly resist traditional writing activities in the classroom, by leveraging the genres of mystery and ghost stories in a 3D immersive environment to match with student interests” (Jones, 13 July 2008).

While this is only one example, it provides clarity on how e-cologies have created seemingly endless options for students to engage in self-directed (i.e., internally motivated) learning by being able to select topics and environments to immerse in, all the while being called upon to acquire and practice requisite skills. This affordance of collaborative intelligence, specifically e-situated learning opportunities would not only benefit the struggling student (i.e., as an identified target by the Chalk House modules) but would also provide a tremendous outlet for the accelerated student who is bored from the lack of stimulation in the classroom.

As I work primarily with traditional college-age students, I wondered the possible application of situated cognition to higher education, as (ideally) we are focused on higher-order knowledge and more complex applied skills. Taking a cue from Priest, Saucier, and Eiselein (2016), I can easily support the proposition of the transformational experience of new students transitioning to university is best conceptualized as situated cognition/learning. Priest, Saucier, and Eiselein (2016) frame learning as “socialization and identity shaping process in which learners gain knowledge and skills contextualized, and legitimized, by their communities” (p.361). This frame of learning through cultural immersion, underscores Brown, Collins, and Duguid (1989) posit that an individuals’ culture provides the frame for a cohesive understanding on knowledge meaning, practice, and contribution (i.e, to self and community) (p.7). Thus, “authentic activities then, are most simply defined as the ordinary practices of the culture” (Brown, Collins, & Duguid, 1989, p.7). As an example, this frame of socialization and identify shaping by guided immersion into a learning community is the basis for the new student transition program I created for my institution (i.e., Base Camp), as well as the week-long experiential learning trips I lead which are focused on clinical skills and poverty. However, in my exploration I was unable to locate viable cloud-based situated cognition examples for higher education. Almost every example I could find came in the form of in-person immersions.

As I dive deeper into the world of cloud-based learning, I would love to learn more about the possibility of e-style situated cognition for higher education. Please let me know if you have any examples to share.

References

Barkhurst, B., Brush, J., Szeto, H. & Wong, K. (n.d.). Social approaches to learning. Retrieved from: https://blogs.ubc.ca/socialapproaches/situated-cognition-part-2/

Brown, J.S., Collins, S. & Duguid, P. (1989). Situated cognition and culture of learning. Educational Researcher, 18(1), 32-42. Retrieved from: http://www.johnseelybrown.com/Situated%20Cognition%20and%20the%20culture%20of%20learning.pdf

Jones, G. (13 July 2008). Chalk house – Teacher overview. Retrieved from: https://www.youtube.com/watch?time_continue=103&v=sq1acJrEGVg&feature=emb_logo

Priest, K.L., Saucier, D.A., & Eiselein, G. (2016). Exploring students’ experiences in first-year learning communities from a situated learning perspective. International Journal of Teaching and Learning in Higher Education, 28(3) 361-371.

Theories of Learning (n.d.). Situated Cognition (Brown, Collins, &Duguid). Retrieved from: https://www.learning-theories.com/situated-cognition-brown-collins-duguid.html