Assignment 4.1

The concept of “situated learning” is discussed on pages 140 – 141 and pages 201 – 205 of the text. On pages 202 – 203 of the text, the author presents a bulleted list of features that help encourage situated learning.

Share a brief overview of a topic or lesson that you might teach where situated learning would be viable.  Using the bulleted list on pages 202 – 203 as a guide, describe how you could use three of the features to enhance the facilitation of your topic.   Share your ideas with your colleagues by posting your assignment to the Assignment 4.1 Discussion Board.

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I am going to stray away from the usual technology workshops I facilitate and write about how I could do this particular assignment as a potential “pet therapy” instructor. I am not, nor have I ever done this, but this assignment struck an interest in how this might work in instructing other people interested in pet therapy.

Part of becoming a registered or certified (depending on the regulating organization) pet therapy team is obtaining the skills necessary to handle the pet, work with all types of people, other animals, various institutions, etc. Not to mention the organizational skills needed to set up visits and activities. To this end, “access to old-timers’ situated knowledge” is an invaluable key to being a successful pet therapy team.

All of the bullet points on page 202-203 would be beneficial in this scenario but three points I would use and will discuss are:

Telling Stories: Given the unpredictability of animals and people in different situations, storytelling is a key component to any learning process in the contexts given as there is no way to effectively convey every situation that may arise. I would having several seasoned veteran’s of the program share stories and answer questions that may arise.

Promoting Collaborative Activities: I would develop activities that would enable the learner to work with others in the field in a non-threatening environment. For example, set up a scenario that would enable the student to bring in their animal and work in the same room with others so they can experience what is like to have other pets in the room. I would also pose questions like: How does your animal act differently around other people/animals. What are some things you can do to calm them or keep them “working?”

Providing multiple opportunities to engage in practice: It is imperative in this type of work to understand different facilities and who you will be working with. I would set up a three stage process that would allow them the opportunity to participate in at least two, if not more, events and locations as [first stage] an observer with no animal, [second stage] as an observer with animal so the animal gets comfortable, and [third stage] as a participant with animal with the instructor for coaching.

Stage One Event One: Visit hospital observing another team.
Stage Two Event One: Visit hospital as a team with pet with instructor team. Not participating but still handling their own animal.
Stage Three Event One: Visit hospital as a team with instructor participating in the pet therapy process and getting coaching from the instructor.

Stage One Event Two: Visit library observing another team.
Stage Two Event Two: Visit library as a team with pet with instructor team. Not participating but still handling their own animal.
Stage Three Event Two: Visit library as a team with instructor participating in the pet therapy process and getting coaching from the instructor.