Learning together and learning alone – the social dimensions of learning

1. Learning outside the head?

Wiki says……

Situated learning (Brown, Collins and Duguid, 1989) - takes place in the same context as which it is applied. Collins, Duguid, and Brown (1989) argue that cognitive apprenticeships are less effective when skills and concepts are taught independent of their real-world context and situation

Communities of practice (Wenger, 1998) -  It is through the process of sharing information and experiences with the group that the members learn from each other, and have an opportunity to develop themselves personally and professionally

The apprenticeship model (Brown, Collins and Duguid, 1989) Collins, Brown, and Newman developed six teaching methods rooted in cognitive apprenticeship theory and claim these methods help students attain cognitive and metacognitive strategies for "using, managing, and discovering knowledge" .The first three (modeling, coaching, scaffolding) are at the core of cognitive apprenticeship and help with cognitive and metacognitive development. The next two (articulation and reflection) are designed to help novices with awareness of problem-solving strategies and execution similar to that of an expert. The final step (exploration) intends to guide the novice towards independence and the ability to solve and identify problems within the domain on their own. The authors note, however, that this is not an exhaustive list of methods and that the successful execution of these methods is highly dependent on the domain.

Legitimate peripheral participation (Lave and Wenger, 1991) Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project (Lave & Wenger 1991). According to LPP, newcomers become members of a community initially by participating in simple and low-risk tasks that are nonetheless productive and necessary and further the goals of the community. Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community

Distributed cognition (Hutchins, 1995) Distributed cognition is a psychological theory developed in the mid 1980s by Edwin Hutchins. Using insights from sociology, cognitive science, and the psychology of Vygotsky (cf. cultural-historical psychology) it emphasizes the social aspects of cognition. It is a framework (not a method) that involves the coordination between individuals, artifacts and the environment. It has several key components:

1. Embodiment of information that is embedded in representations of interaction
2. Coordination of enaction among embodied agents
3. Ecological contributions to a cognitive ecosystem

Distributed cognition as a theory of learning, i.e. one in which the development of knowledge is attributed to the system of thinking agents interacting dynamically with artifacts, has been widely applied in the field of distance learning, especially in relation to Computer Supported Collaborative Learning (CSCL) and other computer-supported learning tools. Distributed cognition illustrates the process of interaction between people and technologies in order to determine how to best represent, store and provide access to digital resources and other artifacts.