Rationale behind Syllabus Design

After an in depth review of the literature surrounding the context and environment as it relates to adult learning, I found that my passion in designing a program for adult learners surrounds the theories behind the physical environment and situated cognition.  As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  In designing a program for adult learners, I want to emphasize how the environment in which they learn and the various forms of situated cognition can provide for an effective program of study for adults. 

Situated Learning in Programs of Practice

Angela Shafer

Ball State University 

 

Abstract

As observed by Malcolm Knowles (1970), adults are more motivated to learn when they see the immediate application of knowledge and prefer to participate in problem-centered learning activities. The theory of situated learning suggests that knowledge and skills related to adult roles and responsibilities can be learned most efficiently within the actual context where they are used (MacKercher 2004).  I chose two programs to investigate that are both very similar in the fact that they are offered at the same college with similar general education requirements.  However, the difference in the two programs is that the medical assisting program has a plethora of features exemplifying situated cognition whereas the income tax program does not.  By completion of the program investigation, it is clear that I will adapt many features of the medical assisting program in writing a syllabus for the final project.