While close reading some of the periphery of situated learning I found it quite challenging. I found the language and the authors intention and purpose to be challenging to identify until I read the text for the third time. The more times I read the text the more that I actually understood what was being said and what the author was suggesting as a claim for his writing.
A quote that really stuck with me was; "learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -- it implies becoming a full participant, a member, a kind of person. In this view, learning only partly -- and often incidentally -- implies becoming able to be involved in new activities, to perform new tasks and functions, to master new understandings. Activities, tasks, functions and understandings do not exist in isolation; they are part of broader systems relations in which they have meaning."
One of the questions that I had from this reading was how to implement it. I see a use in my classrooms in how to get learners who have some schema to be the "old timers" for the "new comers", but how do you make it sustainable in a classroom? How do we take this pedagogy from theory into action?
One of the connections I have had is how much this style of learning looks to our cohort. I think that there have been a lot of similarities with the pedagogy of the text and how the course was designed. We are a collective learning through each other and sharing the knowledge.
My learning and take away, has been what can happen when learning is shared. As I write this new connections and ideas are coming into my head. When you have people share it takes an idea and then gets developed and critiqued and shifted and transposed in the communities minds. The learning is no longer held to one person, it is held by everyone participating in the community.
A quote that really stuck with me was; "learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -- it implies becoming a full participant, a member, a kind of person. In this view, learning only partly -- and often incidentally -- implies becoming able to be involved in new activities, to perform new tasks and functions, to master new understandings. Activities, tasks, functions and understandings do not exist in isolation; they are part of broader systems relations in which they have meaning."
One of the questions that I had from this reading was how to implement it. I see a use in my classrooms in how to get learners who have some schema to be the "old timers" for the "new comers", but how do you make it sustainable in a classroom? How do we take this pedagogy from theory into action?
One of the connections I have had is how much this style of learning looks to our cohort. I think that there have been a lot of similarities with the pedagogy of the text and how the course was designed. We are a collective learning through each other and sharing the knowledge.
My learning and take away, has been what can happen when learning is shared. As I write this new connections and ideas are coming into my head. When you have people share it takes an idea and then gets developed and critiqued and shifted and transposed in the communities minds. The learning is no longer held to one person, it is held by everyone participating in the community.