Traditionally, knowing and application of the knowledge have been isolated from each other when learning; theory triumphs over practice. However, contemporary studies indicate that the two processes are inseparable. The actual act of doing might be the single greatest contributive factor when it comes to obtaining knowledge. (http://www.umsl.edu/~wilmarthp/modla-links-2011/Situated-Cognition.pdf)

The Situated Cognition theory was drawn by by Brown, Collins, and Duguid in 1989 on the mix of principles from anthropology, sociology, and cognitive sciences. The pinnacle of the concept is that the environment is central to the learning process, and learning on the job is a big part of that. ( https://elearningindustry.com/situated-cognition-theory-and-cognitive-apprenticeship-model). When teachers tear the practice away from the reality, the framelessness causes students to misplace knowledge, or worse, not be able to apply it at all. 

At its core, the theory argues that the 'know-how' should be developed through the context in which it will eventually be applied. Christopher Pappas, who wrote the aforementioned article on E-learning Industries, later notes that in E-learning, the context of application should always be crystal clear to the learners, as well as in regular, brick-and-mortar instruction. He suggests that this can be achieved through case studies and "interactive branching scenarios". 

While this week's lectures discussed the benefits of multi-person feedback and social learning, I would like to turn my attention to the Cognitive Apprenticeship Model. 

Obviously, the model supports the principles of the Situated Cognition theory, and it adds an important aspect: learning from the master of the field, who helps them improve on their cognitive and megacognitive skills. 

The key element of the model are: 

1. Modeling: learning through watching the expert perform the task.
2. Coaching: when the expert offer the students feedback on the performed task.
3. Scaffolding: application of theories to enhance the educational experience.
4. Fading: giving a chance to gain confidence on your own as a student.
5. Articulation: expressing the knowledge gained or problems encountered in the learning process (the ways of doing so include critical thinking, thinking out loud, inquiry learning)
6. Reflection: contemplation of one's learning experience through comparison to the works of one's peers or the expert.
7. Exploration: inspiring to solve problem on your own through challenging tasks. 

(https://elearningindustry.com/situated-cognition-theory-and-cognitive-apprenticeship-model)

I think this clip from Scrubs gives a wonderful example of the coaching and fading principles: 

Food for thought: this wonderful and touching video about the relativity of our experiences: