*;7W5q*/ U7tuGKE5pi.9#8#0OUNK-5'kfc,qU+Mf.l-;q#eUFpT2_9B! 8>IBj\n!5'UuXFk$9q('/]5dq!/_n. Thus, in Problem Solving we talk about domain specificity and domain independence. Characteristics of Learning (Explained) Characteristics of Learning (Explained) Learning is the process by which one acquires, ingests, and stores or accepts information. The situated learning model is an alternative to the traditional college course instructional approach for preservice teachers. The characteristics of such communities of practice vary. Learning is something we do beforehand, here, in order to apply it afterwards, over there. Introduction. ABSTRACT: Situated learning theory holds that effective education requires learning that is embedded in authentic contexts of practice, wherein students engage in increasingly more complex tasks within social communities.Opponents of the theory point out its failure to account for individual differences among students and its insufficient emphasis on knowledge acquisition. ?+ 6Od"h'9qQ[nqdY+BqmRu9K=r[f"ECaGh+@XPY`Y])^&js?r_D"m!*dcMR0! 7n8(6Q5UP8Et5A)H'4(tCs`j2F;c;n_MI@^rGp";c,&-"1$dUC$8^Lu,he!KC-&-1 WZK@f!K,Ft_G.>E[P-:EUH`5\'ruJ'0#6'XHsj*!K.IfP\iJE)iB1!PY/Q^7H?ur= %E24"[JdN.HP1@9LWhX4Z*,(k^2%U2XtG2cf9tN';`skcq+")afTW,blQ]7&2>Q?8 ^Qs!0? "g[hOZB6YkbS8%`j5MKf_J=b'8TNrOi:(I/%0"Zd2$8CQ PL(Z9?>B&Q'a)9CVBe([+sp8-\ae,"Ok1L#QQ>=k*\o#_U-`GRoM^nE,OdC]d'[PID&&=t="*8;-2jnD=^/i-2! 'hPn'R@N6dB4;o'B-+gNZi_J:\,)FLOAQ9%=qMubV*@rm%t 4Q@jN3K=f8k5#2_\lgL[e-pa&^M@6G$beAON"?Che*8s2Y@=#e$q`)QW!jo8)EBiF 8DQC(;4qD`UsofV2?gA4jW6`c,o/Ph[5c&Na9*uH1oAUIZD,18qkPZAWd9S<7!+T7 B>IJ$TeVRH0]]Z$p9hS(N4%a?NlMnEPd-2m/3aLkM7!F#rh.cJL"KK@;_GF 9i.2dGL/W:jH.s,NU/ZMk-$BOP&J*pEjDBlcaE7\" `__jsG]QdEd5!e;Sf.u_e35.2R2dDoMVIHe;'hG@"GF9&2MUd9 D:LBk7Kd9? It has been applied in the context of technology-based learning activities for schools that focus on problem-solving skills (Cognition & Technology Group at Vanderbilt, 1993). The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them – whether that is at work, school, home, or in our civic and leisure interests. Strategies for the application of these characteristics to the instructional design of interactive multimedia will be explored. ]I0%50H>p]?Z\:lFab@*H$IZ@^48+F-sG=J/$L;; SnZ1-oYR7Mb;@j&FW`\1(d>f,>YJD:UN;CSMC\\f\@k[)XEN!ulu Z%=1;mL\pS9Y/8h3ZsM6@*1=ORd_M-b7&QAB?DNU]J[rm#g2EA$ZNOIf! 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