Begum ozgur situatedlearning

LESSON PLAN &

ACTIVITY

FOR

“SITUATED LEARNING”

By

Ayşe Begüm Aydınol & Özgür GültekinTE 546 Computer Teaching Methods 2

Bilkent University(2010 – 2011 Fall Semester)

20503704 – 20503658 TE 546 – Computer Teaching Methods IIaydinol, gultekin “Situated Learning”

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Lesson Plan for Situated Learning

This lesson plan is prepared for university level of students in a medical science course who

will experience real surgery environments later. The activities are prepared by the

collaborative work of Medical Doctors and ICT Department of the university.

After the lesson the students will be able to

Differentiate the difference between the patients’ physical conditions

State the predetermining factors before knee surgery

Recognize certain actions that should be done to prepare patients to knee surgery

Explain the functions of certain tools that are used in the knee surgery

Analyze the possible complications and situations in a real knee surgery

Synthesize the theories while implementing the knee surgery

Present their ideas in front of the class about the knee surgery

Evaluate his/her extent of knowledge, skills and understanding about knee surgery

Teacher(s) Ayşe Begüm AYDINOL & Özgür GÜLTEKİN

Date December 09, 2010

Subject Medical Science Topic Knee Surgery (Situated Learning)

Class University level of

students (2nd grade)

Number of Pupils 12

Duration 40 minutes Place Computer Laboratory

School (Imaginary) Cerrahpaşa Tıp Fakültesi

Teaching Techniques Question and Answer Brainstorming Hands-on Activity Cognitive Apprenticeship Self Evaluation Discussion Summary

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Lesson Activities, Resources and Materials Used and Time Allocation

Time Teacher Activity Student Activity Resources & Materials

1 minute Greeting, defining learner profile and introduction of the topic

Greeting and listening to the teacher(s)

Screen, computer, projector

2 minutes Activating the students’ schema by asking questions about the last week’s topic

Remembering the last week’s topic and answering the questions


2 minutes Asking students to perform the intended activity from the website to practice a knee surgery in a simulated environment and reminding them to use headphones

Understanding the activity, entering the intended website to attend in the activity and using headphones

Screen, computer, projector, online simulation, headphone

15 minutes Monitoring students’ progress in the activity by walking around them, and giving feedback when necessary

Performing the intended activity by using the application in the given website, and asking questions to the teacher(s) when necessary

Screen, computer, projector, online simulation, headphone

5 minutes Asking students to state the points that they have understood from the hands-on activity as a class discussion after everyone has finished, and writing the points by using a word processor to illustrate

Explaining the points that are understood from the hands-on activity in the discussion and seeing the points that are understood by the whole class from the reflection of the word processor on the screen

Screen, computer, projector, word processor

1 minute Summarizing the general outcomes of the what has learned

Listening to the summary of the teacher(s)

Screen, computer, projector, word processor

2 minutes Asking questions about what situated learning may be and guiding the students when necessary

Answering to the questions of the teacher(s) by brainstorming and prediction

Screen, computer, projector, presentation tool

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6 minutes Explaining what situated learning is by using PowerPoint presentation

Following the presentation of the teacher(s) to understand the situated learning topic


4 minutes Asking students what the role of ICT in situated learning can be and explaining this issue after the students’ answers by continuing to the presentation

Trying to answer the questions of the teacher(s) by thinking about the role of ICT in situated learning and following the presentation of the teacher(s)


2 minutes Summarizing the situated learning topic

Listening to the summary of the teacher(s)


Useful Links and Resources for further studies and searches

http://www.learningandteaching.info/ learning/situated.htm

http://en.wikipedia.org/wiki/ Situated_learning

http://tip.psychology.org/lave.html http://www.learning-theories.com/

situated-learning- theory-lave.html http://www.infed.org/biblio/learning-

social.htm Game-Like Learning: An example of

Situated Learning and Implications for Opportunity to Learn, James Paul Gee.

Follow-up Activity Going to a hospital and experiencing surgery

Hands-on Activity (Situated Learning)

In order to have situated learning technique in the class, the students need to study in the

context. As a result, the website http://www.surgerygames.org/oyna.php?ID=106 has been

added to the Moodle Page of the course so that the students can reach to an online ‘virtual

knee surgery’ application. By this way, the students are able to learn within the context and

learning occurs naturally. As the students actually apply their knowledge, they are able to

construct their own understanding by making trials and errors, and seeing the result in return

in a real life environment.

Some screenshots are presented below to illustrate the procedures of the hands-on activity

which promotes situated learning in the class:

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http://www.surgerygames.org/oyna.php?ID=106

http://www.infed.org/biblio/learning-social.htm

http://www.infed.org/biblio/learning-social.htm

http://www.learning-theories.com/situated-learning-theory-lave.html



http://tip.psychology.org/lave.html

http://en.wikipedia.org/wiki/Situated_learning

http://en.wikipedia.org/wiki/Situated_learning

http://www.learningandteaching.info/learning/situated.htm



1. Students entered to the website and wore their headphones provided by the teachers.

2. Students continued with performing the activity as if they were real doctors and they

had a patient in the knee surgery.

They firstly trained with making decisions on if the patient can undergo surgery or not.

3. Then, students continued with the diagnosing the right knee which needs surgery.

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4. Then, students continued with the surgery process and learn how to conduct a real

knee surgery as if they are in a hospital while being guided by instructive questions of

the application.

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8


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5. Finally, the students are asked a final question after completing the surgery.

6. And they exit from the website as they finished the activity.

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Evaluation of the Student Performance in Hands-on Activity

The students are expected to perform a hands-on activity in the classroom settings. The

rubric below is created to evaluate their performance in this activity while the teachers

observe the students during this activity.

Unsatisfactory0

Satisfactory2

Exemplary4

Score and Comments

Participation to the activity

Does not participate to the activity and is interested in other things

Mostly participates to the activity but is sometimes distracted by other things

Always participates to the activity and is never distracted by other things

Achievement without asking others/teacher

Cannot achieve the activity without asking others/teacher

Mostly achieves the activity without asking others/teacher but sometimes needs help

Always achieves the activity without asking others/teacher, never needs help

Quality of answers

Gives random answers without thinking

Mostly gives meaningful answers but sometimes gives random answers

Always gives meaningful answers and thinks critically

Time management

Can complete the activity very late and is behind the class too much

Can complete the activity a little bit late but is able to catch the class

Can complete the activity right on time

Sharing his/her points

Does not share any points that he/she learned from the activity

Shares some/simple points that he/she learned from the activity

Shares much/detailed points that he/she learned from the activity

Listening to the others

Rarely listens to the other members while they are sharing their own points

Generally listens to the other members while they are sharing their own points

Always listens to the other members while they are sharing their own points

TOTAL:

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Situated Learning Presentation

After the hands-on activity, which was given to the students so that they can experience what

situated learning is, the teachers gave a presentation to explain situated learning concept.

During the presentation, the teachers referred to the finished hands-on activity in order to state

some tangible situated learning examples to the students. Also, the teachers asked questions

and made them think about the situated learning concept critically as well as having

interaction during the presentation.

The presentation can be seen below:

Situated Learning

Ayşe Begüm Aydınol

Özgür Gültekin

TE 546

After the activity…

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Traditional ways…

Traditional learning activities involve abstract information Theories, written format, memorization…

Traditional learning activities are in the classroom In the break time, learners can socialize…

PUFF!

Situated Learning

Social Collaboration and interaction

Authentic Real life examples and experiences

Situated Learning

Learning naturally occurs in a real life context. Learners become involved in a

community of practice

Experience within the context, and see the beliefs in a tangible way

Naturally require intended skills and behaviors

Natural

Success

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Situated Learning

Legitimate: all parties accept the position of unqualified people as potential members of the community of practice

Peripheral: learners firstly hang around on the edge of the important stuff, do the peripheral jobs, and gradually are assigned to more important ones

Situated Learning

Participation: Learning by doing knowledgethat they gain. Knowledge is situated within the practices of the community of practice, rather than something which exists in books

What affects/promotes learning?

Activity + Context + Culture = Situation

LEARNING

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What is the role of ICT in Situated Learning?

The role of ICT in Situated Learning

Situated learning is learning in a context by actually doing in the existing culture. Sometimes, providing such a situation for tasks

can be Expensive

Time consuming

Dangerous…


Medical Science

Chemistry

Driving

Cooking

Safe experiments

No waste of cadaverNo accidents

AID: GAMES AND SIMULATIONS

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Doctors, nurses, midwifes, scientists, cookers can be trained

Experiments can be conducted…

Learners start as a novice, gradually become an expert

AID: GAMES AND SIMULATIONS

As a result…

Learners can improve themselves in their professions with authentic tasks

Learners can learn from their errors and the effects in return

Learners can internalize the information rather than memorizing

References


http://en.wikipedia.org/wiki/Situated_learning http://tip.psychology.org/lave.html http://www.learning-theories.com/situated-learning-

theory-lave.html http://www.infed.org/biblio/learning-social.htm Game-Like Learning: An example of Situated

Learning and Implications for Opportunity to Learn, James Paul Gee.

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Summary

In conclusion, ‘Situated Learning’ concept is firstly demonstrated by an activity which makes

students to internalize this concept while experiencing it in a real life example. In this real life

example, they experience how situated learning can be used as a good teaching-learning

strategy and they see that ICT has a crucial role in such cases. In the provided case, students

use a virtual knee surgery application as if they are in a real hospital condition and they are

real doctors. By the use of ICT, the students do not need to physically go to the context but

the context can be simulated in a much cheaper and easier way. While the time and cost

decreases, the efficiency of learning increase as the applications are reusable and special for

each user. As a result, situated learning is quite a beneficial approach on the teaching-learning

processes.

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Begum ozgur situatedlearning

Documents

situated learning topic

example of situated

situated learning technique

learning questions

computer teaching methods

online activity

students whattrying

intended activity