School of Nursing SNPG960: Learning Theory Wiki Project Analysis

This assignment is a collaborative wiki project undertaken by nursing students, focusing on the analysis of various learning theories relevant to healthcare education. The project, part of the SNPG960 course, requires students to create a comprehensive document in Google Docs, detailing their chosen learning theory, with equal contributions from each group member. The wiki document includes an introduction, exploration of key concepts such as situated learning, and discussion of the application of learning theories in healthcare settings. Students are expected to research, analyze, and discuss their chosen learning theory, contributing both original content and edits to existing contributions, supported by proper referencing. The project emphasizes the importance of understanding learning theories to enhance educators' understanding of the adult learning process and to develop engaged, critically literate learners. The wiki also showcases the application of situated learning, as well as other key concepts like legitimate peripheral participation, problem-solving, cognitive apprenticeship, and community-based learning, with references to prominent researchers in the field.

Situated
Learning
Application of
Situational
Learning
Strategic
deployment
process
Practical based
development
(Helmhout and
Becker-Ritterspach
2013)
Theories of situated
learning
(McKellan 1994)
Community
based learning
Cognitive apprenticeship
(Dennen and Burner 2008) Guided
participation
Learning
Theory
(Brown, Collins
and Duguid 1989)
Personal
situation
Healthcare or
clinical settings
Apprenticeship
Collaboration
Multiple
Practices
Reflection
Coaching
Learning skill
Collective
knowledge
Common goal
Social interaction
Observing
different
perspectives
Collaborative
interaction with peers
Teacher and teaching
style
(Norainna and Besar
2018)
Problem Solving
in healthcare
settings
Forming future
(Handley et al.
2006)
Cultural
competence
Legitimate peripheral
Participation
(Lava and Wenger 1991)
Develop their
personal
understanding
Sharing ideas
Problem solving
Forming goals
Meaningful
interpretation
In the learning
domain
Cognitive apprentices
(Anderson et al. 1996)
Defines the
concept of Helps to
improvise
Develops
Develops
Requires
Helps to
form
Improves
Helps to
solve
Helps to Helps to
Develops
and
Sustain
Requires
Helps to
develop
Forms the
foundation
of
Improvises
Performing and
participating
Keeping
individual
s
Forming
the base of
Helps to
implement
in
Facilitation
Model
Holistic
approach
Development and
progression success
Mission, Vision,
objectives
Leads to

References:
Brown, J., Collins, A., and Duguid, P. (1989). Situated cognition and the culture of learning.
Educational Researcher, 18(1), pp.32-42
Dennen, V., and Burner, K. (2008). Get this book in print▼ Books on Google Play
Handbook of Research on Educational Communications and Technology: A Project of the
Association for Educational Communications and Technology (3rd ed., pp. 426 - 437).
London: Routledge.
Handley, K. ( 1 ), Sturdy, A., Fincham, R., and Clark, T. (n.d.). Within and beyond
communities of practice: Making sense of learning through participation, identity and
practice. Journal of Management Studies, 43(3), pp.641–653.
Hotho, J., Saka-Helmhout, A., and Becker-Ritterspach, F. (2013). Bringing context and
structure back into situated learning. Management Learning, 45(1), pp.57-80.
Norainna, S., and Besar, H. (2018). Situated learning theory: the key to effective classroom
teaching?. International Journal For Educational, 1, pp.49- 60. Retrieved from
http://www.journals.mindamas.com/index.php/honai/article/view/1022