Learning, project-based

Index

Learning, social

Learning, situated

Current Definition

According to this theory, all learning is socially situated. According to Lave, the process of learning is to be identified with the structures and development of communities of practice; the learning of individuals has to do with how their participation in the community evolves. According to Vygotsky, all learning takes place first in a social situation (such as the intersubjectivity of the mother and child), and only later takes place as individual learning in which the social basis has been internalized. According to Tomasello, only humans learn socially in the sense of "Cultural learning" based on "intersubjectivity" and "perspective-taking".

Author: Anonymous

Last Edit Date: 10/25/98; 1:23:10 PM

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• by brown, 5/7/98; 12:58:44 AM

  According to this theory, all learning is socially situated. According to Lave, the process of learning is to be identified with the structures and development of communities of practice; the learning of individuals has to do with how their participation in the community evolves. According to Vygotsky, all learning takes place first in a social situation (such as the intersubjectivity of the mother and child), and only later takes place as individual learning in which the social basis has been internalized. According to Tomasello, only humans learn socially in the sense of cultural learning based on "intersubjectivity" and "perspective-taking".

• by gerry, 3/1/98; 8:19:45 PM

  According to this theory, all learning is socially situated. According to Lave, the process of learning is to be identified with the structures and development of communities of practice; the learning of individuals has to do with how their participation in the community evolves. According to Vygotsky, all learning takes place first in a social situation (such as the intersubjectivity of the mother and child), and only later takes place as individual learning in which the social basis has been internalized. According to Tomasello, only humans learn socially in the sense of cultural learning based on "intersubjectivity" and "perspective-taking".

Select a Term to View Adaptable Systems Adaptive Systems Agents Applicability Conditions appropriation Argumentation Artifact Asymmetry between Humans and Computers Asynchronous Communication Augmentation of Human Intelligence Automate and Informate Autonomous Systems Awareness Backtalk of a Situation blog Breakdowns Case Library Case-Based Design Case-Based Reasoning Catalog CIRES outreach Co-adaptivity Co-evolution Cognitive Artifact Cognitive Fidelity CoKnowBE Collective Creativity Community of Interest Community of Practice Computer Assisted Design (CAD) Computer Supported Collaboration Computer-Aided Software Engineering (CASE) Conflict Resolution Conservation Law of Complexity Constrained Design Processes Construction Kits Constructionism Constructivism and Constructionism Context conversation analysis Convivial Tools Cooperative Problem Solving Systems Critics Critiquing and Critiquing Systems Cross-Cultural Communication Cultures of Design Customizability DCL Delegation Principle Deliberation Design Design by Composition Design by Modification Design Environments Design Methodologies Design Rationale Design Time DHTML dialectical Differential Descriptions Direct Manipulation Distributed Cognition DLC DLI DODE domain classes Domain Construction domain framework Domain Model Domain Oriented Design Environment Domain-Oriented Design Environments (DODEs) Downstream Design Activities E-book ed tech EDC educational theory Embedded Communication Enactment End-User Authoring End-User Modifiability (EUM) Error Elimination evolution Evolutionary Design of (Complex) Systems Evolutionary Growth Expectation Agents expert system Expert Systems Exploratory Programming Externalization Gift-wrapping Great Aha Hard and Soft technology Help Systems High-Functionality (Computer) Systems and Applications High-Tech Scribes Human Computer Communication Human Costs Human Problem-Domain Communication Human-Centered Systems Hypertext Ill-defined Problems Implementation Increasingly Complex Micro-Worlds Increasingly Complex Micro-Worlds (ICM) Incremental Formalization Indirect Long-Term Collaboration information Information Access Information Delivery Information Volunteering Infoware Instructionism Intelligent Support System Intent Articulation interface classes interface framework interface objects intersubjectivity Intervention Strategy Intrusiveness Java KBE KBE system Knowledge (and Domain) Construction Knowledge Construction Knowledge Management Knowledge Systems Knowledge Worker Knowledge-Based Systems Knowledge-Building Environment Latent Semantic Analysis Layers of Abstraction Learner-Centered Design Learning Learning Conversations learning objects (applets) Learning on Demand Learning, collaborative Learning, collective comprehension Learning, cooperative Learning, cultural Learning, didactic Learning, imitative Learning, instructed Learning, organizational Learning, problem-based Learning, project-based Learning, situated Learning, social Legitimate Peripheral Participation Life-Long Learning Lifelong Learning link Local Developer Location/Comprehension/Modification Cycle LPP M1 - M3 Web-based interaction models Making Argumentation Serve Design Malleable Systems Management of Trouble math ed Media Mental Model Meta-design Microsoft Mixed-initiative Dialogue Models of the Task Models of the User Motivation Multifaceted Architecture for Design Environments Multifaceted Architecture for DODE Multilogue Multiple Specification Techniques Mutual Learning Natural Communication Negotiation, system-based Object-Oriented Design Object-Oriented System Architectures Objective Computability Opacity Organizational Learning Organizational Memory Owner of Problems Participatory Design Perceived Value of a System Performance Support Systems persistent storage classes persistent storage framework persistent storage objects personal and system point of view perspective-taking Portal PPL Problem Framing and Problem Solving Problem Framing and Solving Production Paradox Programmable Design Environments Pull Technologies Push Technologies Python Redesign Reflection-in-Action Relevance to the Task at Hand Remote Explorium Representations for Mutual Learning and Understanding Requirements Engineering Reseeding Retrieval by Reformulation Reuse Scaffolding Scientist and Teacher Partnerships Seeds Self-directed Learning Self-directed Learning and Working Self-regulated Learning Semi-formal Representations SER Model Shared Context Shared Understanding Situated Action/Cognition Situation Awareness Situation Model Social Navigation Soft Software Software Oscilloscope Speaker-Listener Reversal Stakeholders Subjective Computability Symmetry of Ignorance Symmetry of Ignorance (or Asymmetry of Knowledge) System Model Tacit Knowledge Thin Spread of Application Domain Knowledge Tool Kit Transclusion Upstream Design Activities Usable Systems Usage Data Use Time Useful Systems User-Centered Systems User-Centered System Design Utility vacation Vertical Integration Weblog Wicked Problems Zope ZPD

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