Situated learning

it refers to the sociocultural context as a key element for the acquisition of skills
and skills, seeking the solution to daily challenges always with a collective vision.

Situated learning aims to encourage teamwork and cooperative work through projects.
problem-oriented that require the application of analytical methods that take into account
all kinds of relationships and connections. This necessarily implies active participation and
student's awareness.

"Discal (2005) notes that in situated learning, the construction of knowledge is conceived
as a practice in experience, so learning involves getting involved in a community
in practice. In this way, the social context becomes relevant because learning takes place in
he, and by allowing students to apply what they have learned in relevant real-life situations,
they favor the contextualization of learning, allowing it to become teaching
significatva" (Benavides, P. et. al. 2009)

Returning to Vygotsky, the situated learning approach considers that the social construction of
reality is based on cognition and practical action that takes place in everyday life;
highlights the importance of environments, of spoken expression and recognizes the importance of
informal teaching situations. (Lamas)

It is based on the idea that 'learning and doing are inseparable actions and consequently, a
the nuclear principle of this approach states that students (learners or novices) must learn
in the relevant context, privileging educational practices aimed at knowing how more than
to know what” (Lamas)

Naturally, this approach applied as a method is very favorable for achieving

meaningful learnings. "From the point of view of Díaz Barriga (2003), the strategies to ensure that
significant learning is given through experiential and situated learning are:

Learning centered on the solution of authentic problems.

Case analysis (case method).

Project method.

Situated practices or on-site learning in real scenarios.

Learning in service (laryngeal service).

I work in cooperative teams.

Exercises, demonstrations, and situated simulations.

Learning mediated by new information and communication technologies

Problem-based learning

(ABP or, in English, PBL, problem-based learning) can be defined as a process of

investigation that answers questions, curiosities, doubts, and uncertainties about phenomena
complexes of life.1It is amethodteacherbased on the student as the protagonist of their
own learning,2where the student's inquiry is an important part of PBL and that
will guide the learning process.
In this method, thelearningknowledge is of the same importance as the
acquisition ofskillsyattitudesIt is important to understand that it is a methodology and
not an instructional strategy.

Description of the method

The ABP methodology is based on learning mediated by inquiry, understanding,

assimilation and application of knowledge for solving a problem or answering a
questionable. Students are responsible for their own learning as the role of the
the teacher is the guide.

In a strict sense, PBL does not require the inclusion of the solution to the situation or problem.
presented. At the beginning of a subject, the student does not have sufficient knowledge and
skills that allow them, effectively, to solve the problem. The objective, in these stages,
that the student is able to discover what they need to know in order to progress in the resolution of
the proposed question (diagnosis of learning needs). Throughout the process
educational, as the student progresses through the program it is expected that he/she becomes competent in
plan and carry out interventions that will ultimately allow you to solve the problem of
appropriate form (knowledge construction). And all this, working cooperatively.
The ABP facilitates, or forces, interdisciplinarity and the integration of knowledge, crossing through the
barriers arising from fragmented knowledge in disciplines and subjects.

Conceptual map of ABP.

Problem-based learning (PBL) is based on different theoretical currents about

learning. The constructivist theory has a particular presence, so according to this
three basic principles are followed:

Understanding regarding a situation in reality arises from interactions with

the environment.

The cognitive conflict when facing each situation stimulates learning.

Knowledge is developed through the recognition and acceptance of social processes and
of the evaluation of the different individual interpretations of the same phenomenon.

The ABP includes the development of critical thinking in the same teaching process.
learning is not incorporated as something additional, but rather it is a constitutive part of such a process.
It is useful to compare this proposal to traditional teaching with the aim of
visualize the substantial differences between both:

Aprendizaje tradicional Aprendizaje basado en problemas

The teachers convey the information to the students. The students take responsibility for
learn and create alliances between student and teacher

The teacher assumes the role of expert or formal authority. Teachers have the role of facilitator.
tutor, guide, co-learner, mentor, or advisor.

Teachers organize the content in presentations according to their discipline. The

teachers design their course based on open problems

Students are seen as passive receivers of information, the information is transmitted to

A group of students. The teachers seek to improve the initiative of the students and motivate them.
Come to the students, as subjects who can learn on their own.
The students work separately. The students organized into small groups interact.
with the teachers who provide them with feedback.

The professor's lectures are based on one-way communication. The students

they work in teams to solve problems, acquire and apply knowledge in a variety
of contexts

Learning is individual and based on competence. Students interact and learn in a

collaborative environment

Students absorb, transcribe, memorize, and repeat information for activities.

specifics such as tests or exams. Students actively participate in the resolution of the
problem, identify learning needs, investigate, learn, apply and solve
problems.

Conditions that must be met to work with this methodology efficiently

The process of organizing all teaching techniques involves the existence of certain conditions.
for its operation. In the case of the ABP, as it is a form of work that involves a great
the number of variables, those conditions become particularly important. Next, the
they describe some desirable conditions for work in PBL:

Change the emphasis of the teaching-learning program, requiring that students be

active, independent, capable of self-direction in their learning and oriented towards the
problem solvers instead of being the traditional passive receivers of information.

Emphasize the development of attitudes and skills that seek the active acquisition of new ones.
knowledge and not just the memorization of existing knowledge.

Generate a suitable environment for the group (six to eight students) of participants to be able to
to work collaboratively to solve common problems analytically, in addition
promote the participation of teachers as tutors in the discussion process and in the
learning.

Encourage students to apply knowledge acquired in other courses for the

search for the solution or solutions to the problem.

Guide students in the research process by the teaching staff acting as

learning facilitators.

Develop critical thinking, problem-solving skills in students and

for collaboration, while they identify problems, formulate hypotheses, conduct the search
of information, conduct experiments and determine the best way to reach the solution of the
problems raised.
Encourage students to enjoy learning by stimulating their creativity and responsibility in
the solution to problems that are part of reality.

Identify and stimulate teamwork as an essential tool of PBL.

Open to the group the responsibility of identifying and prioritizing learning topics based on
of diagnosing their own needs.

Promote that students work independently outside of the group, researching on

the necessary topics to solve the problem. They will then discuss what they have learned in a
independent from the rest of the group. Similarly, students will be able to request assistance from
teachers or other experts in the field on topics they consider of greatest importance for the
solution to the problem and the learning of the contents.

The learning process with ABP

Basically, the fundamental difference between traditional learning and PBL lies in the
linear character of the learning process that is generated in the first and the cyclical character of
second. In traditional learning, the identification of learning needs and the
The presentation of knowledge is the responsibility of the teacher (it has a beginning and an end in the activity
teacher). In the PBL, the student takes on the leading role by identifying their needs.
learning and seeking knowledge to respond to a posed problem, which in turn
generates new learning needs.

Morales and Landa (2004) establish that the development of the ABP process occurs in eight phases:

Read and analyze the problem: it is sought that students understand the statement and what is asked of them.
demand.

Conduct a brainstorming session: it assumes that students become aware of the situation they are in.
they face.

Making a list of what is known: it implies that students turn to those

knowledge they already have, to the details of the problem they know and that they will be able to
to be used for its subsequent resolution.

Make a list of what is not known: this step aims to make conscious what is not.
they know and what they will need to solve the problem, it is even desirable that they can formulate
questions that guide the resolution of the problem.

Make a list of what needs to be done to solve the problem: the students must
consider the actions to be taken to achieve the resolution.
Define the problem: it specifically addresses the problem they are going to solve and in which they are going to be involved.

center.

Obtain information: here it is expected that students will distribute the search tasks.
information.

Present results: in this step, it is expected that the students who have worked in groups
study and understand, while sharing the information obtained in step 7; and, for
Lastly, let them prepare that information together in order to resolve the situation.
proposed.

Other authors, such as Exley and Dennick (2007), make another classification of the phases of PBL. They
they indicate that there are seven phases that make up Problem-Based Learning:

Clarify terms and concepts.

Define the problems.

Analyze the problems: ask, explain, and formulate hypotheses.

Make a systematic list of the analysis.

Formulate the expected learning outcomes.

Outcome-centered independent learning.

Synthesize and present new information.

The most notable difference between this classification and the one previously presented is that, in the
lastly, the students first define the problems presented in the exercise and afterwards they
They raise questions, hypotheses, those aspects they know, what is unknown and
They will have to investigate, etc. It is essential that students know the steps they must take.
continue to solve the problem and also that the student who takes on the role of the moderator
the organizer should guide the group in each of them.

Advantages of Problem-Based Learning

In the traditional educational process, the teacher explains a specific topic of the subject they teach and,
subsequently offers students an activity to apply these contents. In
On the contrary, PBL is proposed as a means for students to acquire those
knowledge and apply it to solve a real or fictitious problem, without the teacher
having given a previous class or having used another method to convey that content, are the
own students, those who take on the responsibility of being active participants in the process of
learning.

Project-based learning helps students develop and work on various skills. Among them, authors such as
de Miguel (2005), Prieto (2006), Benito and Cruz (2005) highlight:

Problem solving.

Decision making.

Teamwork.

Communication skills (argumentation and presentation of information).

Development of attitudes and values: precision, review, tolerance.

Identification of relevant problems in the professional context.

The awareness of one's own learning. They take on the responsibility of being an active part in the process.

The planning of the strategies that will be used to learn.

Critical thinking.

Self-directed learning.

The skills of evaluation and self-evaluation.

Lifelong learning.

The development of effective reasoning and creativity.

The development of information search and management skills.

The research skills since students in the learning process will have to,
start from a statement, search for and manage information to find out and understand what it is
go and achieve a suitable solution.
Project-Based Learning

(ABP or PBL, Project-based learning) is a teaching model based on the use of

of authentic and realistic projects, based on a question, task, or highly relevant problem
motivating and engaging, directly related to the context of the profession, the students
they develop skills in a collaborative approach in search of solutions1.
In this methodology, thelearningknowledge is equally important as the
acquisition ofskillsyattitudesIt is important to understand that it is a methodology and
not an instructional strategy.2It is also considered a learning strategy, in the
which students face a project they must develop.
It implies supporting learning based on the senses. It gives protagonism to the students.
avoiding their passive role in the content system and working from their active participation
and criticism so that it reaches the key aspects defined in the project. Education confirms
this process as something fundamental to achieve democratic citizens with thought
scientific.
Each student has a unique brain and the brain's plasticity assures us of its
development. Therefore, we must enable each person to reach their development through taking
the control of one's own learning.3The ABP allows all students to learn.
in an inclusive way, socially building knowledge
Description of the method

The method consists of carrying out a project, usually of considerable size and in
group. That project has been previously analyzed by the professor to ensure that the
alumni have everything necessary to solve it, and in its resolution, they will develop all the
skills that are desired.

The development of the project starts with a generating question. This should not have a
simple answer based on information, but requires the exercise of critical thinking for
its resolution. The project helps to model critical thinking and provides scaffolding for
students learn to perform the cognitive tasks that characterize critical thinking.
Examples of critical thinking are: judging between alternatives, seeking the most efficient path.
to carry out a task, weigh the evidence, review the original ideas, develop a plan or summarize
the most important points of an argument.5

Advantages and benefits

The main benefits reported by some authors of this model to learning include:
Students develop skills and competencies such as collaboration, problem-solving
projects, communication, decision-making, and time management (Blank, 1997; Dickinsion et al,
1998).

Motivation increases. There is a recorded increase in school attendance, greater

class participation and better disposition to complete tasks (Botoms & Webb, 1998;
Moursund, Bielefeldt, & Underwood, 1997).

Improves satisfaction with learning and better prepares students to face

real situations that they will encounter in their future work (Sánchez, 2013).

Integration between school learning and reality. Students retain a greater amount.
of knowledge and skills when they are engaged in stimulating projects.
Through projects, students make use of higher-order mental skills in
place to memorize data in isolated contexts, offline. Emphasis is placed on when and where
can be used in the real world (Blank, 1997; Botoms & Webb, 1998; Reyes, 1998).

Development of collaboration skills to build knowledge. Learning

collaborative allows students to share ideas among themselves, express their own opinions
and negotiating solutions, all skills necessary in future job positions (Bryson,
1994; Reyes, 1998; Sánchez, 2013). Therefore, they develop communication and social skills.

To enhance problem-solving skills (Moursund, Bielefeld, & Underwood,

1997.

Boosting self-esteem. Students take pride in achieving something that has value outside of the
classroom and making contributions to the school or community (Jobs for the Future).

To enhance individual learning strengths and their different approaches and styles towards
objectives of its implementation

Using project-based learning allows:

The integration of subjects, reinforcing the overall view of human knowledge.

Organize activities around a common goal, defined by the interests of the students and with
the commitment made by them.

Fostering creativity, individual responsibility, collaborative work, critical thinking ability.

decision making, efficiency, and the ease of expressing personal opinions.

Let students experience the ways of interacting that the current world demands.

Positively combine the learning of fundamental content and the development of skills
that increase autonomy in learning.
The development of the person; students acquire experience and the spirit of working in groups.
as they are in contact with the project.

Develop social skills related to teamwork and negotiation,

planning, guiding, monitoring, and evaluating one's own intellectual capabilities,
including problem solving and making value judgments.

Satisfying a social need, which strengthens the values and commitment of the student with the
environment.

The theory of social learning is derived from the work ofCornell Montgomery(1843-1904),
who proposed that social learning occurred through four main stages:
close contact, imitation of superiors, understanding of concepts, and
behavior of the role model.
1787: Observations directed at knowing what type of education children need.
Julian B. Rotterhe distanced himself from the theories based on thepsychosisand of theconductismradical, and
developed a theory of learning based on interaction. In Social Learning and Clinical
Psychology (1954), Rotter suggests that the outcome of behavior has an impact on the
motivation of people to engage in that specific behavior. People want to avoid
the negative consequences, and obtain the positive ones. If one expects a positive outcome from
a behavior, or thinks that there is a high possibility that it will produce a positive outcome,
then there will be more chances of executing that behavior. The behavior is reinforced with
positive consequences, leading the person to repeat it. This theory of social learning
suggests that behavior is influenced by factors or stimuli from the environment, and not solely
for the psychological ones.1

Albert Bandura (1977) expanded Rotter's idea,2like that of a previous job from
Miller and Dollard (1941)3and is related to Vygotsky's social learning theories and
Lave. Her theory encompasses aspects of cognitive and behavioral learning. Learning
Behavioral assumes that the environment of people causes them to behave in a
determined way. Cognitive learning assumes that psychological factors are
important influences on people's behaviors. Social learning suggests that
A combination of environmental (social) and psychological factors influence behavior.
social learning theory indicates three requirements for people to learn and model
his behavior: retention (remembering what one has observed), reproduction (ability to
reproduce the behavior) and motivation (a good reason) to want to adopt that behavior.
Learning strategies. Combination of methods, means, and didactic mediations.
used by instructors-tutors and learners to facilitate learning and obtaining
of the results defined in the curricular design. A strategy consists of selecting the
skills most appropriate for each situation and apply them appropriately.
Facilitating learning requires planning. To do this, attention will be focused on three
of the most important contemporary psychological currents that have tried to explain
said process in humans: they are behavioral, cognitive, and
constructivists. It is important to emphasize that no particular theory will be highlighted.
it explains better said process, but rather from the analysis of the postulates of each one
from them, the learning facilitator will determine the characteristics of the elements of
instructional process in a specified learning situation and in such a way, verify the
effectiveness of its applicability.

Learning theories describe how theorists believe that people

they learn new ideas and concepts.
They frequently explain the relationship between the information that is already known and the new one.
information that you are trying to learn.
THE LEARNING PROCESS
According to Gagné (1987)

Learning consists of a change in human disposition or capacity, with the character of

relative permanence and that it cannot simply be attributed to the development process.
Behavioral theories or stimulus-response conditioning originate from
fundamentally, in the theories of J.B. Watson, E.L. Thorndike, and B.F. Skinner, besides
they have an important background in animal experiments on learning
by Ivan P. Pavlov at the end of the 19th century.
Behaviorism. A branch of psychology that is based on the observation of behavior or
behavior of the being that is studied and that focuses only on observable objective behaviors.
Behaviorism considers that learning is a stimulus-response (S-R) conditioning.
In this sense, this conditioning can be: classical and instrumental. Explain it.
as a set of relationships between stimuli and responses.
Classical conditioning. Developed by the Russian scientist Ivan Pavlov, the
classical conditioning is the first type of learning in which an organism responds to
an environmental stimulus. Pavlov established the laws of classical conditioning when
he studied the dogs deprived of food and their response (salivation) when the assistant of
Pavlov entered the room. There is no reinforcement and it is based on the principle of adhesion.
in which one stimulus or response is linked to another stimulus or response, the presence of one
evokes the other. Pavlov's experiment illustrates this type of conditioning.
In learning, stimuli that were previously neutral (those that originally did not
they provoked that response), they are acquiring more capacity to evoke responses that
previously originated from another stimulus.
Instrumental conditioning. The term instrumental conditioning was introduced
by Edward Thorndike and suggests that behavior serves as a tool to achieve an end.
It is a form of learning through which a subject is more likely to repeat the
behaviors that lead to positive consequences and, conversely, fewer.
probabilities of repeating those that carry negative consequences. A
feedback that follows the response. "The response is a tool for obtaining
positive reinforcement.” A positive reinforcer is a stimulus whose presence makes it more
strong behavior; for its part, the negative reinforcer is one whose elimination reinforces the
behavior. In instrumental conditioning, there are four basic principles: reward, punishment,
flight and omission. In the four cases it must be kept in mind that first there occurs the
response and then rewards or punishes, etc. Depending on the type of reinforcement the
operant conditioning can be positive reinforcement, negative reinforcement, punishment, or
omission.
Operant conditioning.
One of the most prominent contemporary behaviorists in the study of learning was
B.F. Skinner. His proposal on operant conditioning worked efficiently in
animals and estimated that its applicability to children and young people would be successful. For Skinner, the
change in performance in learning translates to a change in behavior, which is not
more than the movement of an organism in a frame of reference; thus learning is
a change in the probabilities of responses, which occurs due to conditioning
operant. The effectiveness of this conditioning is such that the subject not only learns to
to respond to a new situation with a behavior that was part of their repertoire
anterior, but it can also allow him to obtain a new repertoire of behaviors. The
The adjective 'operant' is used to characterize this type of conditioning because, and to
The difference of 'classical conditioning' is that the subject intervenes or 'operates' in the environment.
modify and this reworks on the organism: if the results of the subject's action are
appropriate
being more likely to be issued again under the same circumstances; if the results
the actions are not 'adequate' (they are 'unpleasant') that behavior will tend to disappear
of the subject.
Cooperative learning

it is an approach that seeks to organize activities within the classroom to turn them into a
social and academic learning experience. Students work in groups to carry out the
tasks collectively.

Learning in this approach depends on the exchange of information among students.

which are motivated both to achieve their own learning and to increase the achievements of
the others. One of the forerunners of this new educational model was the pedagogue
North American John Dewey, who promoted the importance of building knowledge within
from the classroom based on interaction and assistance between parties in a systematic way.

Although in the pedagogical literature tends to be seen the relationship between collaborative learning and cooperative learning.

as synonyms, according to authors like Panitz 'The essential difference between these two processes of
learning is that in the first, the students are the ones who design their structure of interactions and
they maintain control over the different decisions that impact their learning, while
in the second, it is the teacher who designs and maintains almost completely the control in the
structure of interactions and the results that are to be obtained.

In cooperative learning, different types of learning channels are involved. One can
indicate that the channels that prevail in this learning stage are the visual, auditory, and
kinesthetic.

Index

1 Elements of cooperative learning

1.1 Social Networks on the Internet and Collaborative Learning

2 References

3 See also

4 External links

Elements of cooperative learning

Based on heterogeneous groups for the development of various activities, one can develop in
through various working instruments, since interactions in the classroom occur in a way
spontaneous.2 An example can be those cases in which peers come to understand each other better
that with the same explanation presented by the teacher. Spencer Kagan defines it as: "The sum
from the parts interacting is better than the sum of the parts alone.

The main ideas in cooperative learning can be defined as:

Group formation: These are heterogeneous groups, ideally consisting of 4 members with diverse backgrounds.
niveles de competencia, donde se debe construir una identdad de grupo, práctca de la ayuda
mutual and the valuing of individuality for the creation of a synergy.

Positive interdependence: It is necessary to promote the appropriate communication capacity between

the group, for the understanding that the objective is the realization of productions and that these
they must be carried out collectively.

Individual responsibility: The result as a group will ultimately be the consequence of the
individual research of the members. This will be appreciated in the public presentation of the task.
carried out.

Equitable participation. The work that needs to be done is distributed among all members.
of the team in an equitable way (proportional to each one's capabilities).

Simultaneous interaction. In the task resolution, all students dialogue, contrast their
opinions and make consensual decisions.

In addition, according to Jordi Adell and Auxi Sales (1999), cooperative learning 'promotes democracy.'
and the solidarity in the group and the autonomy in the organization of one's own learning.

In order for the above points to be consolidated, it is necessary for the teacher to have developed the
skills related to the anticipation of actions. This is: to foresee; to be clear about the
procedure for obtaining a concrete result from both the teaching material and the
written, for the execution of the activity at any stage of the work. Giving or receiving
help does not improve learning in groups, but rather the awareness of needing it, to communicate
this need to integrate the help offered into the work itself (Guadalupe Gómez-Pezuela
Gamboa, 2007). This is how cooperative work contributes to the development of skills.
communication, teamwork, and flexibility in thinking.
Social Networks on the Internet and Collaborative Learning

Social media can be a feedback tool and a source of learning.

collaborative, since knowledge can be shared and contributions from others can be consulted.
people.; however, the term 'collaborative' has come to be confused with 'cooperative',
Well, most of the time all the information found is considered reliable.
these sites, and the learning process is no longer continued by consulting other sources or
corroborating that the information is supported with reference, taking into account that in the
In the educational field, there has been a debate regarding the use of the terms cooperation and
collaboration. This distinction has been made based on the degree of structuring of the process of
interaction of the students, that is, the more structured and guided the activity is, the more it will be
cooperative and as students manage to carry out their activities more
autonomy will be collaborative.

By analyzing the characteristics and results of collaborative work, it is understood that the process begins
With cooperative work and as it is put into practice, thinking is stimulated.
superior, the use of Information and Communication Technologies (ICTs) is assimilated
a collaborative level. In this way, social networks on the internet are appreciated as a
companion in the evolution of thought if they are used properly in education.

However, it is also important to emphasize that for social networks and ICTs to be able to
to be effective in the classroom, it is necessary to adequately prepare teachers, since not
it's just about introducing them to that methodology and having them work as best they can, otherwise
they need training that indicates the proper and correct way to use ICTs
in the classroom so that they can carry out the teaching process in a way that does not
not only favors their teaching process, but also collaborative learning in the
students.

cooperative is the same as collective, it doesn't matter how you say it

To work collaboratively, it must be accepted that each student is different and one cannot expect
that always has the same implication nor contributes the same. This system embraces the
individual potentialities, making each participant's contribution to the process key.
Digital technologies can facilitate collaboration by enhancing group work and dialogue.
and learning from others and with others.
Currently, the largest collaborative resource found on the web is the use of Wikipedia.
Additionally, the creation and use of are proposed within collaborative learning models.
audioblogs and tvblogs (Podcastng) as it has been shown that students who carry out these
activities develop skills related to the mastery of audiovisual languages
they collaborate in teams and increase their capacity for self-criticism.

Raise awareness

it is an action that relates to becoming aware of a

determined situation, with showing a truth and/or making known the
consequences of one’s own decisions. Raising awareness means delving into
the knowledge of reality
In the process of building personality on the path towards the
maturity, it is important to have full awareness of our actions and of
our identity. The learning process that implies the becoming of the
experience involves knowing who we are, where we are going, what
we want for our life and who is important to it, what is
wait for the future and what values govern our behavior, in
coherence with inner peace and personal ethics. Paulo Freire, expert
contemporary Brazilian educator, had international repercussions for
your contributions on emancipatory literacy, for which he developed
pedagogical theories that invite to build society from the
awareness of the social issues that directly affect
children and young people in the classrooms Source:

Raising awareness is to take

awareness of the concrete existential and social reality, and being able to perceive
from that reality as if it were a tangible object. This is not simple at all,
one achieves it not because someone gives us a sermon; just as one does not persuade
people from a biased electoral speech if it does not exist
previamente una adhesión a la idelogía política. Así como un ciego no
can you see things only because someone else describes them to you if at all
he saw them for himself, that way of seeing for himself but with
empathy is awareness. It arises from the understanding of man,
fruit of an individual effort to conquer one's freedom and autonomy.
Sinónimos de concientizar humanizar, enaltecer Antónimos de
concientizar atontar, endurecer, insensibilizar Significados relacionados
Education Social awareness Consciousness Knowledge Knower