Marksmanship

SITUATED COGNITION
MILES C. DAVIS
EDAE 624
COLORADO STATE UNIVERSITY
Situated Cognition

Learning is inseparable from doing and is tied to the context

in which it occurs (Brown et al., 1989)

Principles
• Learning in context
• Mediation of artifacts/tools
• Communities of Practice
• Knowledge in action
Why is this sensible?

Mimic combat Train as we fight Practical education

scenarios
Event: Marksmanship course

 Reasoning: Focus on environment, equipment, and individual.

 Structure/Content: 4 blocks
 Instruction and Collaborative Discussions.
 Hands-on learning with gear.
 Live-fire (practice)
 Evaluation
 Duration: 5 hours
 Setting: USMC rifle range
 Participants: All Marines.
 Learning Objective: Following this course, Marines will have developed an ability to engage
threats in combat scenarios with a service rifle and standard-issued gear.
Block 1

 0800-0900. Instruction and Collaborative Learning.

 Discuss objectives, marksmanship techniques & principles, weapon safety/handling,
and nomenclature.
 Classroom set up
 Form a circle to sustain dialogue
 Students & instructors share experiences, perspectives, resources, and knowledge to
develop a COP
 The intent is that students will bring the knowledge they acquire back to their commands.
Block 2

 0900-1000. Hands-on learning.

 Conduct weapons checks, weapon handling, assembly and disassembly, and dry firing.
 Interact w/ tools like a rifle, ammunition, scope, sling, etc.
 Tools shape problem-solving and reasoning processes and enable task completion
(Heersmink, 2021).
Block 3

 1000-1130, live-fire training.

 Knowledge in action
 Replicate combat scenarios-Context!
 Multiple practices
 Reflection in action
 1130-1200, debrief.
 Students evaluate their experience, think/discuss it, experiment in block 4 with
newfound knowledge
Block 4

 1200-1300. Performance assessment

 Real world connection, application of knowledge
 Each course of fire is evaluated
 Demonstrate various skills and operate in an expected role.
 Intent is to be a benchmark for students to reference if they enroll again
Design Analysis
 Challenges
 Diversity of students
 Ensuring information addresses every learner’s needs
 Resource intensive
 Time, labor, cost
 Strengths
 Realism
 Knowledge in action
 Limitations
 Limited reflection
 Short time
Connection to Adult Learning Principles

 Situated Learning supports Knowles’ (1980) andragogy model

 Experience, readiness to learn, orientation to learn
 Directs education to be problem-centered.
Conclusion

 Course content: weapon safety, nomenclature, tactical training/combat shooting

practice, &performance assessment
 Value the context and learner equally, social interaction, & engagement w/
artifacts
 Situating Marines will enable an acquisition of knowledge and skill development
References
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 Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
 Closs, L., Mahat, M., & Imms, W. (2022). Learning environments' influence on students' learning experience in an Australian faculty of
business and economics. Learning Environments Research, 25(1), 271–285. https://doi.org/10.1007/s10984-021-09361-2
 Copay, A. G. & Charles, M. T. (2001). Handgun shooting accuracy in low light conditions: The impact of night sights. Policing: An
International Journal of Police Strategies & Management, 24(4), 595–604. https://doi.org/10.1108/EUM0000000006499
 Heersmink, R. (2021). Varieties of artifacts: Embodied, perceptual, cognitive, and affective. Topics in Cognitive Science, 13(4), 573–
596. https://doi.org/10.1111/tops.12549
 Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. Cambridge Adult Education
Company.
 Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
 Paige, J. B., Daley, B. J. (2009). Situated cognition: A learning framework to support and guide high-fidelity simulation. Clinical Simulation in
Nursing, 5(3) e97-e103. https://doi.org/10.1016/j.ecns.2009.03.120
 Sookermany, A. (2011). Learning in doing - Skills acquisition in [post-] modernised military communities of practice. Defence Studies, 11(4),
615–635. https://doi.org/10.1080/14702436.2011.642195