In order to encourage generative learning CTGV emphasizes the benefits of anchoring or situating instruction in meaningful problem-solving context that allow one to simulate in the classroom some of the advantages of apprenticeship learning.
CTGV, 1992

For centuries, the epistemology that has guided educational practice has concentrated primarily on conceptual representation and made its relation to objects in the world problematic by assuming that, cognitively, representation is prior to all else. A theory of situated cognition suggests that activity and perception are importantly and epistemologically prior -- at a nonconceptual level -- to conceptualization and that it is on them that more attention needs to be focussed.
Brown, Collins, & Duguid, 1989

Goals:

• To reflect further on the differences between various approaches to designing learning environments and learning experiences using a constructivist framework.
• To establish for yourself the necessary elements and dimensions of a constructivist model of instructional design.
• To describe anchored instruction as developed by the Cognition and Technology Group at Vanderbilt University, and reflect on its usefulness in the practice of instructional design.
• To define situated cognition.
• To reflect on how ideas of situated cognition might be used to create technology-based learning environments..

The two readings in this module emphasize the importance of both context and meaningful activity in the learning process. The Jasper series is well known as an approach to designing material which is rich in context and which provides an 'anchor' for realistic problem solving activities. As you read through the portion of the article which describes the program try to imagine the video which was produced to support the "Rescue at Boone's Meadow" adventure. While it is not possible to show it to you I can tell you that it was all shot on location and is a high quality film production which is quite dramatic. The CGTV have reported very good results with this approach in their field trials.

One of the important things to think about is the relationship of anchored instruction to cognitive apprenticeship and situated cognition as described in the second reading. Brown, Collins, and Duguid take ideas of 'authentic activity' and 'situated' cognition and adapt them to their own theory of 'cognitive apprenticeship.' Much of their work is based on the work of Jean Lave and the idea that what students are expected to do does not at all match what 'just plain folks' do in solving problems and dilemmas in their lives. As you read through this article think about the differences of the real 'lived experiences' which Lave describes and which are implicit in Brown, Collins, and Duguid's analysis and the kind of vicarious experiences afforded in a technology-based learning environment. The key to much of what we might hope to accomplish in these environments is the belief that vicarious experience is a reasonable substitute for 'lived experience.'

Readings and Activities:

In this module you are asked to read two articles which describe two additional approaches to designing instruction from a constructivist point of view and then participate in the conference threads.

Cognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80.       [part 1]   [part 2]

Brown, J. S., Collins, A., Duguid, P. (1991). Situated cognition and the culture of learning. Educational Reseracher, 18 (1),32-42.      [part 1]   [part 2]

Activity 1:

The description of anchored instruction and the Jasper Woodbury problem solving series has seven design features underlying it. Given that this was a videodisc based series, how easily can these seven principles be moved into a design for a CD-ROM or web environment? Do you foresee any problems in doing it?

Activity 2:

How can ideas of 'authentic activity' and 'situated cognitiion' translate into the 'vicarious experience' of a technology-based learning environment? Are there ways and circumstances of creating 'authentic activities' which are not vicarious in a technology based?

Questions for reflection in the readings:

1. One goal that the CGTV provides for their work was "to improve test scores in mathematics." Explain why you do or do not think that this innovative approach to learning would lead to an increase on an international test of mathematics ability.
2. Brown, Collins, and Duguid assert that, "representations arising out of activities cannot easily (or perhaps at all) be replaced by descriptions." To what extent do you think this is true?
3. To what extent is what 'just plain folks' do a satisfactory model for how students should learn or act?