In this tutorial, we'll learn how networked learning theory and situated learning theory can support collaborative professional development plans. Let's begin by taking a look at networked learning theory. Networked learning theory describes the process of developing and then maintaining connections with both information and people. This involves being able to communicate in a way that supports each other's learning.
The idea of networked learning theory actually dates as far back as the 19th century, but the concept became more defined in the 1970s when the term learning webs was defined to refer to the links that learners make as part of the process of connecting or networking concepts. And in the time since then, the concept of networked learning theory has been reimagined as we have seen the growth of internet access and the use of social networking.
One of the central ideas of networked learning theory is that relationships matter. So not only does learning take place in relation to the learning resources that are being implemented, but also learning takes place in relation to other people. This means that the supportive environment that is provided by collaborative professional development opportunities can actually help to foster transformations in both teaching and learning.
An example of professional development that really adheres to this idea of networked learning theory would be if you are taking an online course that not only provides you with multiple ways to access the information in the course, but that also allows you opportunities to connect with your colleagues, either in person, or through video chats, or through online forums. So that you can communicate about this new information and really support one another's learning throughout the process.
Next, let's take a look at another theory that is closely related to networked learning theory. Situated learning theory is attributed to Jean Lave and Etienne Wenger based on their research in the field in the early 1990s. Situated learning theory also is considered to be developed from Vygotsky's work on social learning.
Situated learning theory tells us that learning is a product of the context in which it occurs. Social interaction plays an important role in situated learning. The social interaction and the collaboration and communication that are a part of that all work together to lead to greater levels of student understanding and achievement.
Part of situated learning theory is the idea of cognitive apprenticeship. Cognitive apprenticeship is described as supporting learning in a domain by enabling students to acquire, develop, and use cognitive tools in authentic domain activity. Learning both outside and inside school advances through collaborative social interaction and to the social construction of knowledge.
An example of a professional development opportunity that is aligned with situated learning theory would be learning to use a new instructional technique by actually seeing that technique employed. Perhaps the educators who are learning to use this strategy would role play as the students in this situation. And a teacher would model the instructional strategy, while the participants then get to see the technique in action and get to experience it from the student point of view. This would help those teachers to then more fully understand how to effectively implement the strategy in their own classrooms. Anytime that we can create that authentic environment in the domain of the information or the skills that we are trying to learn and then anytime that we can also include opportunities for social interaction that would contribute to that social construction of knowledge, we are, thereby, creating this environment that is supportive of situated learning theory.
What does situated learning look like in action? Well, since situated learning theory is a theory that regards knowledge acquisition, we can think of it in terms of how learners progress throughout their understanding. Really, learners should progress from an entry level understanding to an expert understanding through the social interactions and the real world applications of the standards, and the content, and the skills that are being learned.
So when the learner is a teacher who is engaging in these professional growth and development opportunities that are provided throughout the context of our day-to-day experiences in our workplace, we can consider that our professional growth and development opportunities are really job-embedded. Or to use the terminology of this theory, our professional growth and development opportunities are situated.
Think about something as simple as the reflective process that you use to evaluate how well your lessons are going. And to consider what you might change in upcoming lessons. As you are engaging in that critical reflection and making decisions about what instructional strategies you might use in your upcoming lessons, what assessment techniques you might use to gauge students understanding of the current content? All of these activities are helping you to progress from that entry level understanding level to more expert understanding.
And in large part, these decisions are being made based on your social interactions, your communication with your students and your colleagues, collaboration through professional development with your colleagues. So this definitely is aligned with this idea of networked learning and situated learning. So really, we can see that, as teachers, with our job-embedded professional development, networked learning theory and situated learning theory definitely can help to support our professional development.
Keep in mind these two principles of situated learning. First, that knowledge should be presented to learners in authentic contexts. And second, that learning requires collaboration and social interaction.
Now it's your tread to stop and reflect. Are the principles of networked learning theory and situated learning theory supported in your professional development opportunities? For more information on how to apply what you learned in this video, please view the Additional Resources section that accompanies this video presentation. The Additional Resources section includes hyperlinks useful for applications of the course material, including a brief description of each resource.
Thanks for joining me today. Have a great day.
(00:00 - 00:10) Introduction
(00:11 - 02:10) Networked Learning Theory
(02:11 - 04:34) Situated Learning Theory
(04:35 - 06:34) Situated Learning in Action
(06:35 - 07:04) Principles of Situated Learning
(07:05 - 07:38) Stop and Reflect
The PLP model: Research-based professional learning
This article focuses on the significance of professional learning networks and teacher professional development.
https://plpnetwork.com/the-plp-model-research-based-professional-learning/
Networked Teacher Professional Development: Applying the Networked Learning Framework to Online Teacher Professional Development
This article reviews the implications for online learning networks for the purpose of teacher professional development.
http://www.academia.edu/554988/Networked_Teacher_Professional_Development_Applying_the_Networked_Learning_Framework_to_Online_Teacher_Professional_Development