Anchored Instruction and Situated Cognition Revisited (CTGV)

CTGV (Cognition and Technology Group at Vanderbilt) (1993). Anchored instruction and situated cognition revisited. Educational Technology 33(3), 52-70. This article is a follow-up to a piece the group wrote three years earlier, in which they discussed the use of  information-rich videodisc environments (The Young Sherlock Program and The Jasper Woodbury Problem Solving Series) to anchor … Continue reading

Cognitive Flexibility and Hypertext: Theory and Technology (Spiro & Jehng)

*Spiro, R.J., & Jehng, J.C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Lawrence Erlbaum. The authors discuss the necessary application of cognitive flexibility theory when promoting … Continue reading

Cognitive Apprenticeship (Collins, Brown, Newman)

Collins, A., Brown, J.S., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates. The authors describe the cognitive apprenticeship model, which advocates a “master-apprentice” relationship for successful learning. … Continue reading

Situated Cognition and the Culture of Learning (Brown, Collins, Duguid)

Brown, J.S., Collins, A. and Duguid, P. (1989). Situated Cognition and the Culture of Learning. Educational Researcher. v18 n1, pp. 32-42. Knowledge is situated, a product of the activity, context, and culture of the community in which it is being used. Conventional schooling often ignores this view of knowledge, as well as the influence that … Continue reading