Traditional

& Situated Instruction

Adapted from: Herrington, J., Oliver, R., Herrington, T., & Sparrow, H. (2000). Towards a new tradition of online instruction: Using situated
learning theory to design web-based units. In Proceedings of the 21st Ascilite Conference, Perth. Retrieved November 22, 2015, from
http://www.ascilite.org/conferences/coffs00/papers/jan_herrington.pdf

Learning Context

Traditional Instruction: Classroom Traditional Instruction: Online

Situated Instruction: Online

Context disembedded from experience

Textbooks guide curriculum & context

Authentic context that reflects real life

Non-linear design to preserve complexity
of real-life settings

Generalised, theoretical principles and

skills taught

Context is abstract & theoretical

Content divided into modules and
presented in text or as PowerPoint/video
lectures
Textbooks, websites, resources linked to
modules

Large number of resources enable

sustained examination from different
perspectives

Interface text-based
Physical environment reflects the way
knowledge will be used
Lack of modeling of processes by experts No examples of experts performing tasks Access to expert performances and
or expert comment
modeling of processes. Access to others
at various levels of accomplishment.
Access to social periphery
Learning compartmentalized by
Learning contained within discipline
Provide multiple roles and perspectives.
discipline
specific materials in modules
Opportunities to hear different points of
view through collaboration. Able to criss-
cross the learning environment.

ETEC512 Situated & Distributed Cognition Learning Conference

Nov, 2015

Learner Activities

Traditional Instruction: Classroom Traditional Instruction: Online

Situated Instruction: Online

Problems are abstract and

decontextualized
Activities resemble school activities
rather than actual practice
Activities are formulated by others,
complete in scope, well-defined
Activities lead to classroom
enculturation rather than real world
Reflection not encouraged

Authentic activities

Experience seen as substitute for

thought
Teacher talk exceeds student talk
Dialogue controlled by teacher
Competitive environment between
students
Reveals only whether students can
recognize, recall or plug in what was
learned out of context

Activities dont resemble tasks of real

practitioners
Activities do not resemble tasks of real
practitioners
Activities often readings, links, quizzes,
tests & short exercises
Separate assessment of assignments and
exams
Few opportunities to reflect; emphasis
on content to be learned
Few opportunities to collaborate or
reflect socially

Ill-defined, complex tasks with real-world

relevance
Students define tasks needed to be
successful
Sustained period of time for
investigation
Promote reflection. Able to return to any
element and act upon reflection
Compare themselves with experts and
other learners. Collaboration enables
reflection
Little use of discussion boards and email Student collaboration at the heart of
learning and reflection
No requirement to articulate and defend Promote articulation and enable tacit
work to peers
knowledge to become explicit
Students assessed individually
Assessments linked to the final product
and process, so students succeed as a
group
Frequently assessed with multiple choice Integrated assessment of learning within
tests that are easily marked by computer the tasks. Students can craft polished
products or performances. Assessment
seamlessly linked to activity. Multiple
indicators of learning

ETEC512 Situated & Distributed Cognition Learning Conference

Nov, 2015

Learning Support

Traditional Instruction: Classroom Traditional Instruction: Online

Situated Instruction: Online

Whole class instruction rather than

group work
Furniture arranged in rows facing
chalkboard
Promotes individual endeavor and
cognition

Tasks addressed to a group rather than

individual
Organization into pairs or groups

Activities are solitary

Little opportunity to collaborate online
Focus on content rather than
collaborative opportunities

Appropriate incentive structure for

whole group achievement. Coaching and
scaffolding provided by teacher or peers
at important times.

ETEC512 Situated & Distributed Cognition Learning Conference

Nov, 2015