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‘Situated learning’, ‘distributed cognition’: Do academics really need to know?

Author - Anne Murphy


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References

Brown, J.S., Collins, A. and Duguid, P. (1989) ‘Situated cognition and the culture of learning’ in Educational researcher, 1989, 18 (1): 32–42.

Chaklin, S. and Lave, J. (2003) Understanding practice: perspectives on activity and context, Cambridge: Cambridge University Press.

Desforges, C. and Fox, R. (2002) Teaching and learning: the essential readings, Oxford: Blackwell Publishing.

Driscoll, M. (2000) Psychology of learning for instruction, Boston: Allyn & Bacon.

Greeno, J. G., Pearson, P. D. and Schoenfield, A. H. (1999) ‘Achievement and Theories of Knowing and Learning’, in R. McCormick and C. Praechter, (1999) Learning and knowledge, London: Paul Chapman Publishing with the Open University.

Illeris, K. (2001) The three dimensions of learning, Denmark: Roskilde University Press.

Illeris, K. (2003) ‘From vocational training to workplace learning’, paper from CRLL conference proceedings, Experiential: community: workbased: researching learning outside the academy, Glasgow: Glasgow Caledonian University.

Lave, J. and Wenger, E. (1999) Situated learning: legitimate peripheral participation, Cambridge: Cambridge University Press.

Merriam, S. B. and Caferella, R. S. (1999) Learning in adulthood, San Francisco: Jossey-Bass.

Pelligrino, J.W., Chudowsky, N. and Glaser, R. (2001) Knowing what students know: the science and design of educational assessment, Washington DC: National Academy Press.

Rogoff, B. (1990) Apprenticeship in thinking: cognitive development in social context, Oxford and New York: Oxford University Press.

Salomon, G. (1993) Distributed cognitions: psychological and educational considerations, New York: Cambridge University Press.

Shepard, L. (2002) ‘The Role of Assessment in a Learning Culture’, in C. Desforges and R. Fox (2002) Teaching and learning: the essential readings, Oxford: Blackwell Publishing.

Wenger, E. (2003) Communities of practice: learning, meaning and identity, Cambridge: Cambridge University Press.



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