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Tag: Situated
Human-Machine Reconfigurations: Plans and Situated Actions (Learning in Doing: Social, Cognitive and Computational Perspectives)
Price: $44.99
(as of Dec 25,2024 14:16:05 UTC – Details)
Publisher : Cambridge University Press; 2nd edition (December 4, 2006)
Language : English
Paperback : 328 pages
ISBN-10 : 052167588X
ISBN-13 : 978-0521675888
Reading age : 1 year and up
Item Weight : 15.5 ounces
Dimensions : 6 x 0.74 x 9 inches
In this post, we will explore the concept of human-machine reconfigurations and how they are influenced by plans and situated actions. Drawing on insights from the book “Learning in Doing: Social, Cognitive and Computational Perspectives,” we will delve into the dynamic interactions between humans and machines in various contexts.The term “human-machine reconfigurations” refers to the continuous adjustments and adaptations made by individuals as they engage with technological systems. This process involves not only the physical manipulation of machines but also the cognitive and social aspects of human-machine interactions.
Plans play a crucial role in shaping human-machine reconfigurations. They provide a framework for organizing actions and goals, guiding individuals in their interactions with machines. However, plans are not static entities but are constantly revised and updated in response to changing circumstances.
Situated actions, on the other hand, refer to the immediate, context-specific behaviors that individuals perform in relation to machines. These actions are influenced by factors such as the task at hand, the environment, and social norms. Situated actions can either reinforce or disrupt existing plans, leading to new configurations of human-machine interactions.
The book “Learning in Doing: Social, Cognitive and Computational Perspectives” offers valuable insights into how humans learn to interact with machines through a combination of cognitive processes, social influences, and computational mechanisms. By examining real-world examples of human-machine reconfigurations, the book sheds light on the complex dynamics at play in our increasingly technologically mediated world.
Overall, understanding the interplay between plans and situated actions in human-machine interactions can help us design more effective and user-friendly technological systems. By taking into account the cognitive, social, and computational perspectives outlined in the book, we can create a more harmonious relationship between humans and machines, leading to more efficient and satisfying interactions for all involved.
#HumanMachine #Reconfigurations #Plans #Situated #Actions #Learning #Social #Cognitive #Computational #Perspectives
Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives)
Price:$41.99– $30.99
(as of Dec 24,2024 22:43:28 UTC – Details)
Publisher : Cambridge University Press; First Edition (September 27, 1991)
Language : English
Paperback : 138 pages
ISBN-10 : 0521423740
ISBN-13 : 978-0521423748
Item Weight : 8 ounces
Dimensions : 6 x 0.35 x 9 inchesCustomers say
Customers find the book provides insights into learning trajectories. They appreciate the explanations of theories and real-life examples. The book is described as a good background read for those in education or planning to do education research.
AI-generated from the text of customer reviews
Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives)Situated learning is a theory that emphasizes the importance of context and social interaction in the learning process. According to this theory, individuals learn best when they are actively engaged in authentic tasks within a community of practice. One key concept within situated learning is legitimate peripheral participation, which refers to the way in which newcomers gradually become full participants in a community through observing and participating in the activities of more experienced members.
In the book “Learning in Doing: Social, Cognitive and Computational Perspectives”, the authors explore the implications of situated learning and legitimate peripheral participation for education, training, and professional development. They argue that traditional models of education, which focus on the transmission of knowledge from teacher to student, are limited in their ability to prepare individuals for the complexities of real-world tasks and problems.
Instead, the authors advocate for a more hands-on, experiential approach to learning, in which students are actively involved in solving problems, working on projects, and collaborating with others. By engaging in authentic tasks and participating in a community of practice, students can develop the skills, knowledge, and social connections necessary for success in their chosen field.
Overall, “Learning in Doing” offers a comprehensive overview of the theory of situated learning and its implications for education and training. By emphasizing the importance of context, social interaction, and hands-on experience, the authors provide a compelling argument for a more active and collaborative approach to learning.
#Situated #Learning #Legitimate #Peripheral #Participation #Learning #Social #Cognitive #Computational #Perspectives
Situated Cognition: On Human Knowledge and Computer Representations (Learning in Doing: Social, Cognitive and Computational Perspectives)
Price:$63.99– $39.87
(as of Dec 24,2024 21:20:05 UTC – Details)
Publisher : Cambridge University Press (August 28, 1997)
Language : English
Paperback : 428 pages
ISBN-10 : 0521448719
ISBN-13 : 978-0521448710
Item Weight : 1.3 pounds
Dimensions : 6 x 1.07 x 9 inches
Situated Cognition: On Human Knowledge and Computer Representations (Learning in Doing: Social, Cognitive and Computational Perspectives)Situated cognition is a theory that suggests that knowledge is embedded in the context in which it is learned and used. This means that our understanding of the world is shaped by our interactions with our environment and the people around us. In the realm of computer science, this theory has important implications for how we design and use computer representations.
In the book “Learning in Doing: Social, Cognitive and Computational Perspectives,” authors explore the intersection of situated cognition and computer representations. They argue that traditional approaches to representing knowledge in computers, such as symbolic logic and rule-based systems, are limited in their ability to capture the complexities of human cognition.
Instead, the authors propose a more dynamic and interactive approach to representing knowledge in computers. This approach involves creating computer systems that can adapt and learn from their interactions with users and their environment, much like humans do.
By integrating insights from cognitive science, social psychology, and computer science, the authors offer a new framework for understanding how humans and computers can work together to solve complex problems. This framework has the potential to revolutionize the way we think about knowledge and computer representations, leading to more intelligent and adaptive systems.
Overall, “Learning in Doing” offers a compelling argument for the importance of situated cognition in the field of computer science. It challenges us to rethink traditional approaches to representing knowledge in computers and to embrace a more dynamic and interactive model of cognition.
#Situated #Cognition #Human #Knowledge #Computer #Representations #Learning #Social #Cognitive #Computational #Perspectives
