Situated learning

Situated learning
See also
Levels of learning Contingency leadership Belbin team roles Areas of knowledge Behavioral theory Educational innovations Organicism Double loop learning Behavioral school

Situated learning, situated cognition - is a general theory of knowledge acquisition. Situated learning is a model of learning proposed by Jean Lave and Etienne Wenger who argue that learning should be embedded within activity, context and culture and should be rather unintentional than the deliberate. They call this a process of “legitimate peripheral participation” (Lave, J., & Wenger, E. 1990). Knowledge should to be presented in setting and situations that normally would involve that knowledge so in the most simple of words, learning takes place in the same context in which it is applied. According to assumption, that learning is a social process whereby knowledge is co-constructed, significant elements of situated learning are social interactions and collaboration which involve learners into “community od practice” in which they acquire certain beliefs and behaviors. Newcomers become part of a community and move toward full participation in it going from community's periphery to its center and thanks to commitment and activity one day assume the role of an expert. In that system growing value of learners’ participation and their desire of becoming full practitioners motivate them naturally and leads to reach satisfactory progress.

Elements of situated learning

The theory of situated learning, proposed by Wenger, is presented in detail in the book “Communities of Practice: Learning, Meaning, and Identity” (Wenger, 1998), however, the author did not propose any name for his theory. Due to its social nature, it can be called the social theory of learning, the theory of community of practice. Wenger links participation in the practice community with learning by presenting key categories that characterize participation in the community as elements of the learning and cognition process. According to that learning is expressed in 4 components, that no one aspect is more important than another. These are:

• Community: learning as belonging thanks to membership in the community of practice,
• Identify: learning as becoming by constructing identity,
• Meaning: learning as experience thanks to negotiating meanings,
• Practice: learning as doing thanks to participation in the practice of this community.

Examples of situated learning activities

Situated learning as an effective method of knowledge acquisition is increasingly being practiced in schools, for example:

• international exchanges and field trips – students may actively participate in an unfamiliar environment
• vocational settings e.g. apprenticeships in the laboratory - students are involved in activities that are actually carried out in the profession.

Advantages of Situated learning

Situated learning has many advantages. These include:

• deeper understanding of the topics, as the learning process is embedded within the context of a real-world task;
• improved retention of the material, as learners can actively use their knowledge in a problem-solving situation;
• better transfer of knowledge, as learners can apply the acquired knowledge to real-world situations;
• increased motivation to learn, as learners are immersed in an engaging activity;
• increased collaboration and communication among learners, as they work together to solve problems in a social context.

Limitations of Situated learning

Situated learning is a valuable educational tool, but it has some limitations. These include:

• Limited scope - Situated learning relies on a limited scope of experience and resources, which can limit the amount and quality of learning that takes place.
• Difficulty in evaluating - Situated learning can be difficult to evaluate, since it is based on a wide range of different experiences and contexts.
• Time consuming - Situated learning is often time consuming, since learners need to be immersed in the context in order to fully understand the material.
• Limited access - Situated learning may not be accessible to all learners, as it relies on having access to the right resources and contexts.
• Unsustainable - Situated learning is not necessarily sustainable, as it may be difficult to replicate the same learning environment in different places.

Other approaches related to Situated learning

There are several other approaches that are related to the model of Situated learning proposed by Jean Lave and Etienne Wenger.

• Experiential learning - is a process that is based on the premise that learning occurs through experience. It is a way of learning through doing and reflecting on the outcomes which allows for a deeper level of understanding and application.
• Activity theory - is an approach to understanding human activity, learning, and development. It is based on the idea that learning is an active process that occurs in the context of social and cultural activities. Activity theory focuses on how people interact with their environment, the tools they use to do so, and the rules and norms that govern their behavior.
• Sociocultural theory - developed by Lev Vygotsky, is a theory of learning that emphasizes the important role of culture and society in the process of learning and development. It focuses on how people learn through social interaction and how they construct meaning through these interactions.
• Constructivism - is a learning theory that emphasizes the importance of an individual's own construction of knowledge. It is based on the idea that knowledge is constructed through experiences, interactions, and reflections. Constructivism focuses on the individual's active involvement in the learning process.

In summary, there are several other approaches related to the model of Situated learning proposed by Jean Lave and Etienne Wenger, including Experiential learning, Activity theory, Sociocultural theory, and Constructivism. All of these approaches focus on the importance of experience, context, and social interactions in the learning process.

References

• Ban, Ruth, Community of practice as community of learners: How foreign language teachers understand professional and language identities (2006). University of South Florida.
• Besar, P. H. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? in HONAI: International Journal for Educational, Social, Political & Cultural Studies, Vol. 1(1), ASPENSI and STISIP Amal Ilmiah, Wamena, Papua
• Clark-Wilson, A. (2016). Transforming mathematics teaching with digital technologies - a Community of Practice perspective.In A. Marcus-Quinn & T. Hourigan (Eds.), Handbook on digital learning for K-12schools (pp. 45–58). Dordrecht: Springer.
• Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press
• Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. New York, NY: Cambridge University Press.

Author: Anna Stankowska