Situated Cognition - not as scary as it sounds

Nothing is more fun than writing a blog post with a “fancy” title like Situated Cognition.  It immediately reeks of higher-level vocabulary and you get the feeling of, “I’m not sure I want to keep reading…this might hurt my head.”  Fear not!  Situated cognition is not nearly as scary as it sounds, and makes very practical sense for educators, I promise!

Situated cognition was coined by John Seely Brown, Allan Collins and Paul Duguid in 1989.  Brown and Duguid were then part of the Xerox Palo Alto Research Center.  These three researchers introduced us to situated cognition and the power it has on learning.  This is a learning theory I feel we always strive for in education, without really knowing we are.

In situated cognition, learning happens in the context of an authentic activity.  The teacher situates the students in the context of an authentic activity, problem or topic.  The teacher then provides scaffolding and coaching to support students in this authentic learning activity.  Note the main vocabulary word here: activity.

In situated cognition, the learner gains knowledge and understanding through authentic learning activities. I know I stated this already, but it bears repeating.  Authentic activity is the foundation for situated cognition.  When I first realized this, my initial thought was, “Well, yes!  Of course authentic learning activities are what we should strive for!  We already do!”

…but do we?

In their seminal research piece Situated Cognition and the Culture of Learning, Brown, Collins and Duguid emphasize the need for authentic learning activities. They state on page 34, “…but it is nonetheless full-blooded, authentic activity that can be deeply informative - in a way that textbook examples and declarative explanations are not.”  This is where I stopped and realized that even back in 1989 we were fighting the same battle we do today.  Authentic learning activities are necessary, more so today than ever before.  Our students have immediate access to information that was once only available in a textbook (even my dear seven-year-old will tell me to YouTube how to fix something).  Due to this immediate information, learning must become more authentic or it will be irrelevant (and I fear may already be).

The question in, what is authentic learning? Looking specifically at Brown et al’s definition through situated cognition, learning and authentic activities are all related to a specific content, or “domain.”  Let’s take an orchestra for example.  Within the domain of the orchestra, there are specific ideas, detailed content, general knowledge and specific practices that need to be followed.  This is the domain’s culture.  For the domain of music, the culture would include: when to stand up as an ensemble, when to sit, when to play, when to stop, the role of the concertmaster (and who that is), the role of the conductor, how the audience interacts with the ensemble, and the expectations of the ensemble in rehearsal and concert settings.  If you know nothing about the orchestra, how can you better understand this culture?  According to situated cognition, you immerse in an authentic learning activity directly related to the domain’s culture.  This is why we have school instrumental ensemble programs.  The student members are experiencing an authentic learning activity to better understand the culture of the domain without leaving the school building.  An authentic learning activity, but not needing an authentic learning environment.

What implications does this have for the general classroom teacher?  We need to continue our shift in perspective and understanding of instruction.  Stand-and-deliver or read-the-textbook instruction is not relevant and is not authentic to the many content domains we have in schools.  Let’s focus on teaching our students how to be a scientist, mathematician, author, or historian.  Let’s have students learn the craft of an artist, a programmer, or designer.

The challenge: move away from traditional instruction and have students learn the culture of your content.  Treat them as a member of the culture, and tell them they are a member.  “You are a scientist.  As a scientist, you have specific expectations. Those expectations include…here is how I will help you…”. We need to place our students in an authentic situation and let them learn through this style instruction and activity. Only then can they truly understand what it means to be an artist, scientist, musician, mathematician, historian or author.  That is when inspiration hits.  It may be in that moment that a child at any age finds his or her passion, and knows what he or she wants to do for the rest of their life.  Authentic learning activities in an authentic situation can inspire.

I highly recommend reading Brown, Collins and Duguid’s piece (citation at the bottom).  I also highly recommend this YouTube video from Edutopia featuring John Seely Brown.  While it speaks to Situated cognition, it also looks into learning communities that sprout up from domains (something for a later post, but inspirational nonetheless).

Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher. 18(1). P. 32-42.

Finding Our Place

This post expands off my usual focus of technology integration, research, and learning theories; consider this a learning theory and technology tangent.  The post looks into the reality of incorporating technology, learning theories, and research into everyday life.

I had to create a video for my Visual Literacy course last spring semester.  Visual Literacy focused on using technology, visual elements, and artistic elements to appeal to not only the eye, but also emotions and the brain.  A big focus was on the theory of cognitive load.  Seminal researcher, John Sweller of the University of NSW Australia, introduced us to Cognitive Load theory in 1994.  Sweller (1994) argued that the brain, and more specifically the working memory, as a limit to what it can accomplish at once.  When overworked, the brain cannot process all the information being given at once, which causes the learning process to slow down and confusion to emerge.  This goes against the many of us (myself included) who claim to be able to multi-task.  I am sure there is additional research out there to say whether multi-tasking is possible or not - I have not looked into it much (probably due to my own fear that my "ability" does not exist as well as I think/hope it does).

If you are interested in more information on cognitive load theory, check my citation at the bottom of this post. While Sweller's article is long and can be extremely scientific at times, it is also fascinating to learn more about how the brain works and processes information.  I think we take for granted that our brain will naturally process information the way we need it to.  It shocks and puzzles people when someone's brain does not function properly.  Sometimes, people will blame behavior or motivation, and not the brain for actions and inabilities to learn.  I say this because I have not only seen it, I have personally done it.

For this Visual Literacy class, I had to focus on only providing the most important information in my video while still appealing to emotions and artistic elements.  The topic given was "place," to be interpreted however each of us chose.  I originally began with a physical place - Disney World is a very common vacation spot for my family, and I had many pictures and videos at my disposal.  It was my young daughter who changed my video, and she is very proud of it.

This is my dear 7-year-old, Laura.

She is quite the ham at times. 

This dear sweet, normal looking child also has terrible vision issues.  Laura has double vision, no visual depth and no peripheral vision.  I was that person who was trying to figure out for the last three years why my own child did not like to read, nor had any motivation to read.  I thought she was not focused or did not choose the right books.  At one point, I thought she had ADD or ADHD.  I was ready to take her to the doctor for an official diagnosis, and could tell the school was starting down that road as well.  It was our family eye doctor who thought something else was off.  He sent her to a specialist, and within 10 minutes she found the start of the issues.  Now, Laura participates in intense weekly vision and occupational therapy sessions and daily exercises.

Laura is improving, but it is a slow improvement.  In six months, she has moved up two reading levels, has improved in gymnastics, and no longer runs into her friends when playing at recess.  She still has a long way to go, but it is amazing what therapy can do.

I started making my original video in-between parenting.  One night, Laura was reading a book.  In my over need to help and jump in moment, I started immediately showing her where she had lost her place in a sentence.  This dear child stopped, looked at me and said, "Mom, I can do it.  Let me find my own place!"  I stopped.  She struggled but completed the book.  At the end, Laura said words that have stuck with me:

"Mom, I can do much more than you think.  Let me find my place.  Let me do it."

So, with her permission, I made this video to help me help her find her own place.  She also gave full permission to share it.

The video showcases how when one sensory element is off, the rest of your senses can become off as well.  Everything is double to give the audience the same feeling that Laura had her entire life until therapy.

Creating the double images was more emotional than technical for me.  I realized in the creation of this video what my daughter experienced on a daily basis.  I realized every time I accused her of not trying, her brain was frying.  I realized every time I doubted her abilities, her brain was trying to make sense of double and blurry images.  I realized that my fear of her being unmotivated was unfounded.  Had we known, no one could have expected her to read.  To simply walk through a door and not hit the edge would have been celebrated.  

My overall point with this posting:  Cognitive load is something all educators at all levels need to take into consideration.  Maybe it is not motivation or focus, but the inability to process all the information in the manner in which it is being presented that does not allow all students to be successful.  Presenting the basic information, without unneeded extras, will help all students.  It might have made all the difference for this child.

Consider cognitive load.  Read Sweller's work.  Look beyond simple answers for deeper, buried reasons for a lack of motivation or slower learning processes.

Finally, on behalf of Laura, here is her video.  Please feel free to share - she hopes to inspire others who are struggling just like her.

Sweller, J. Cognitive load theory, learning difficulty, and instructional design. Learning and 
     Instruction. 4. p.295-312.

Learning Theories: Foundations in Education

Educators - think back to your college years, all the way to your introduction to education courses. You will probably remember names such as Vygotsky, Piaget, and Dewey. You might also remember terms such as behaviorism and constructivism. By the time you are in the classroom, deeply planning lessons, reviewing work and completing paperwork, these names and terms are the last thing on your mind. But should they be?

I will personally admit that my own collegiate experience did not go into great depth about these theorists and terms. My music education program focused on content-specific names such as Orff and Kodaly. The difference I experienced was the use of these music education theorists and their impact on my teaching. My lessons were designed to specifically meet one of their theories, with my lesson plans pointing out specific connections to each instructional model. I did not realize it at the time, but I was basing my lesson planning and instruction in a grounded music education theory.

Now, working in professional development, I have realized that educators in general do not always purposefully base their planning and instruction in established learning theories. Please note the word purposefully. According to Webster's dictionary, purposefully is defined as "having a clear aim or purpose; meaningful; intentional; full of determination." I am not saying educators do not include learning theory in instruction nor have the best interests of their students in mind. What I am saying is that as we plan, we do not stop to think about how our instruction fits into a specific learning theory. Sometimes a school district can require a specific instructional model or theory to be used (for example: problem based and project based learning is very popular in K-12 schools today). While we plan using a specific outline, we may not fully remember why the theory works the way it does, explaining why we plan the way we do.

There is a disconnect at times between our training and our daily lives as educators. I consider it "triage" at times. Between state and federal requirements, local policies, and building initiatives, getting back to our collegiate roots might not seem like the most practical use of our time. I'm arguing, that it is not just practical, it is imperative.

Looking deeper into learning theories explains why we do what we do. For example, we are shifting away from a sit-and-get model of education to a student-centered one. Looking at learning theories, we are moving from a behaviorist model to a constructivist model. Behaviorism is the thought that we learn through changing behaviors (rote memorization). While we learn, we do not retain long term nor does the learning transfer. Constructivist approaches focus on constructing knowledge through facilitation, experimentation, and reflection. 

Yes, educators know this to be true. Then why do we need the learning theories? The research backs up our practice. It confirms our work and provides the why for what we do. 

Over the next few weeks, I am going to take a deeper dive into different learning theories. These will be focused most on constructivist learning theories. I'm excited for this reflective journey!

Augmented vs. Virtual Reality

Augmented reality versus virtual reality?  What's the big difference?

Actually, quite a bit. Let's start off with the similarities though:

• Both can be desktop/computer based or mobile based
• Mobile based apps are becoming much more popular
• Both use technology to enhance the learning experiences of students

Now for the differences:

• Purpose of the technology:
• Virtual reality provides the user with a virtual representation of a real or existing place, object or idea
• Augmented reality uses the physical world the user is already in and "augments" it with digital overlays

Uses of the technology:

• Virtual reality can be used to showcase a real location in a virtual simulation, or showcase a real object in a virtual simulation.  Virtual reality can also be taken to a deeper level with virtual worlds - interactive sites that create a seemingly real experience in a new virtual world for users.
• Augmented reality puts a digital layer over the real world. This allows the user to interact in a new, digital way with their physical surroundings. It also enhances the physical world, allowing users to see it in a new light

Augmented reality is a powerful set of digital tools and apps that can enhance the learning environment for students. While at times seemingly only for entertainment purposes (i.e. Pokemon Go), augmented reality apps can open a new world of learning for teachers and students.  I really enjoyed TeachThought's blog post on augmented reality apps (very much worth the read!).

My personal favorite augmented reality apps include:
Quiver (wonderful for bringing art to life)
SkyView (real-time views of the stars, planets and constellations around from your current location)
Anatomy 4D (a 4D view of the human body and anatomy parts)

As practitioners think about implementing augmented reality tools and apps into the classroom, consider the following:

• What is the purpose of the lesson you are using augmented reality in? Without a strong purpose, technology for technology's own sake will not always succeed.
• Is there a specific instructional model you will be using? Consider how the app or tool will assist with this?
• Also consider the impact on your students - will this help them see the world in a new way? What instruction is necessary prior to implementing the augmented reality app?

If you are looking for research on augmented really in the classroom, check this website.

Virtual Reality

The K-12 world is buzzing about virtual reality apps. With the emerging technologies such as Google Cardboard coming at a price that cannot be beat, virtual reality is very enticing to K-12 educators as a means of engaging students in the learning content. However, the learning and instruction still needs to be authentic in order to ensure students gain a deeper understanding of the content from the virtual reality experience.

As K-12 educators look to purchase and implement virtual reality into their instruction, a few considerations should be taken into account:

• What instructional model do you want to utilize with the virtual reality? Virtual reality as a stand-alone can provide a meaningful experience, but the learning will come from instruction before, during and after the virtual reality experience. Whether the model be problem-based learning, situated cognition, or inquiry based learning, the emphasis should be on the learning and instruction and how virtual reality will enhance that instruction.
• Consider different virtual reality apps available. Virtual field trips are becoming very popular due to the success of Google Expeditions. Other apps include Discovery VR, View Master, Google Street View, and ThingLink. Pick an app that provides the experiences that align with your curriculum and standards, and is still engaging for the appropriately aged learner.

When thinking about resources, one of my personal favorite resources comes from The Advocate: 20 Top Virtual Reality Apps.  Another great resource is from Virtual Reality for Education: top apps for the Google Cardboard. While some may fall into the Virtual Field Trip or Augmented Reality category, it is exciting to see the possibilities!

What ideas do you have for implementing virtual reality apps into the classroom? I discussed head-set immersive virtual reality above, but many desktop virtual reality experience exist online and are growing in popularity. Showcase your finds with links!

Virtual Field Trips

       The K-12 world is buzzing a bout virtual reality apps. With the emerging technologies such as Google Cardboard coming at a price that cannot be beat, virtual reality is very enticing to K-12 educators as a means of engaging students in the learning content. However, the learning and instruction still needs to be authentic in order to ensure students gain a deeper understanding of the content from the virtual reality experience.

As K-12 educators look to purchase and implement virtual reality into their instruction, a few considerations should be taken into account:

• What instructional model do you want to utilize with the virtual reality? Virtual reality as a stand-alone can provide a meaningful experience, but the learning will come from instruction before, during and after the virtual reality experience. Whether the model be problem-based learning, situated cognition, or inquiry based learning, the emphasis should be on the learning and instruction and how virtual reality will enhance that instruction.
• Consider different virtual reality apps available. Virtual field trips are becoming very popular due to the success of Google Expeditions. Other apps include Discovery VR, View Master, Google Street View, and ThingLink. Pick an app that provides the experiences that align with your curriculum and standards, and is still engaging for the appropriately aged learner.

How do you get started?  Check out these resources!

• Discovery Education offers virtual field trips - some for free!  Check their archive and upcoming events
• eSchool News put together a list of ten recommended virtual field trips

See my virtual field trip research webpage for research previously conducted on virtual field trips

What ideas do you have for implementing virtual reality apps into the classroom? I discussed head-set immersive virtual reality above, but many desktop virtual reality experience exist online and are growing in popularity. Showcase your finds with links!

Makerspaces

Makerspaces are becoming increasingly popular in K-12 schools. Districts are implementing the spaces, spending much money on initial start-up materials and technology, as well as money on the maintenance and up-keep of the materials and space. As districts look and begin to implement these unique spaces, it is imperative to view the literature available. Very limited literature exists regarding makerspaces. As more literature is added the the filed, the strength for or against makerspaces will be exemplified.

For practitioners, it is important to consider the following when preparing to implement a makerspace:

• Consider the type of makerspace: physical, technological, or combination. A physical makerspace will allow for hands-on creation, but will also require replenishing of materials on nearly a weekly basis. Technological makerspaces allow for digital creations, but can possibly lack a true hands-on experience. A combination makerspace allows for the flow between the physical and digital creation. It will also relieve some stress on physical materials and allow for more global sharing.
• Consider the learning theory for instruction: Will your makerspace instruction be grounded in problem based learning? Constructionism? How would you prefer to approach instruction? No matter the theory as instructional model, provide professional development on the theory to all staff, not just the librarian show ill be running the space.
• Consider professional development needs: Librarians will need professional development on the use of and meaning of the makerspace. All staff should have professional development on the equipment, purpose and instructional model of the space.

For additional information and a guide to the research, see my makerspace research webpage.

What other ideas do you have for successfully implementing makerspaces in the K-12 learning space?  Leave your comment below