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Eliscia Di Schiavi
University of Ontario Institute of Technology
Abstract
The Digital Revolution has introduced a radically different learner faced with a distinct set of requirements, a striking contrast to learners of previous times. It is no longer relevant that learners acquire conceptual subject-knowledge passively through the ‘transfer of knowledge’ model. Rather, it is essential that learners actively acquire relevant knowledge and skills by performing work in meaningful situated contexts. In this way, knowledge and skill sets acquired by learners can be used to solve problems. This chapter discusses the significance of situated learning on cognition applied in the context of technology-supported learning; a progressive pedagogical approach that bridges the generational gap between learning of content through formal instruction and real-life application of knowledge and skills to diverse environments.
Keywords: Authentic Learning, Context, Digital Natives, Information Communication Technologies, Instructional Design, Meaningful Learning, Situated Cognition.
Introduction
The world is constantly changing and so are the requirements for active participation within it. The most influential change is the integration of technology and how it has contributed to a major shift in learning from being traditionally viewed as individualistic to a socially engaging collective.
Today, digital natives as coined by Marc Prensky (2001), often referred to as “Generation Z” have connected computers, internet access, smartphones, and social media. The presence and use of these information communication technologies (ICTs) have increased a learner’s access to information. As a result, the traditional learning design is no longer relevant, as it fails to accommodate and respond to the educational needs and demands of learners. Digital natives are fast-paced, visually oriented, nonlinear, always-on learners. They have a built-in instinct to navigate the world wide web and are unaffected by the pace of technology due to their resiliency to adapt. The way that digital natives interact with the technological tools available to them inevitably impacts the role of educators. Historically, educators were the only ones that could be held accountable for imparting the delivery of content; however, that is no longer the case. The Internet has had a revolutionary impact as it introduced the use of specialized content delivery systems and peer-to-peer file-sharing systems that replace the educator as the sole content disseminator. It is not surprising that the conventional learning system in schools does not resonate, nor does it prepare learners to thrive in this unpredictable world.
Whitehead (1929) asserts:
teaching contents that are abstract and out of context will merely result in imparting inert knowledge, or knowledge that students could use to answer items on a school test but will not be able to apply to solving problems.
Inert knowledge can be breed out of trad