A Brief Discussion on Situated Learning Theory

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What is the Situated Learning Theory?​

Simply put, situated learning theory refers to learning that happens in the same context in which it is applied. Etienne Wenger and Jean Lave were the first to propose it as a model of learning in a group of people that share a profession or craft i.e. a community of practice. The basic premise of the situated learning theory is that theoretical knowledge typically given in a classroom setting is harder to recall. Real learning can only ever happen if it is contextual, which means that students are able to apply it in real world activities, cultures and contexts. For instance, an electrical mechanic might understand electrical circuits better than an engineering student that has mostly theoretical knowledge but just some practical understanding of how electrical circuits work. In the case of the mechanic, the learner is able to see the benefits and outcomes directly by learning when he is successful and when he makes a mistake.

How to Apply the Theory​

In simulated learning environments, students are placed in learning situations where they are actively engaged in an activity while using critical thinking (problem-solving) skills. It is important to involve a social community that replicates real world situation in these opportunities. "The ultimate goal of simulated learning should be to encourage students to tap their prior knowledge then challenge others in the community," says a spokesperson for GBS Corporate Training. Here are some of the ways to apply the situated learning theory:

Group Activities​

Field trips where students participate actively in an unfamiliar environment, practical experiences and accommodative education whereby students are physically involved and engrossed in a real world work environment, sports and music practice that imitate real settings of such events, e.g. training facilities, studios, orchestras, laboratories and child-care centres that double up as classrooms where students are put to work in situations that mimic real world work settings and illustrate situations where the students are actively involved in seeking solutions to real world problems. The students are "situated" as the theory suggests, in the process of learning and the acquisition of knowledge becomes part of the process of learning and the culture in which it is developed and used, as well as its context.

Role Playing​

Learning occurs through the actions that are part of everyday scenarios where employers play particular roles – an HR executive, the operations manager, a marketing expert, a sales representative, and so on. The acquisition of knowledge happens contextually and only transferred to similar situations. It is, thus, important to involve them in role-playing situations that engage learners in realistic, complex and problem-centered activities as well as provide support in the acquisition of the desired knowledge. To achieve this, it is important for one to recast his or her role from being a teacher to being a facilitator. Progress tracking, assessment of products that learners produce, encouraging reflection, building collaborative learning environments, is important to aid transference and understanding and help them become more conscious of contextual hints.

Scenario Based Learning​

Learning does not happen separately from the world of action, but rather in complex, robust, social environments made of situations, actions and actors. It is, thus, important for facilitators to work on providing new learners with scenarios, knowing the intensity and type of guidance required to help learners master the situations. As learners continue with the acquisition of additional skills, they will require less support. However, it is necessary to assess the intellectual growth of the individual as well as in a group through evaluation, reflection and discussion.

The Use of Technology​

It can be hard to retain facts and information if they are not placed in any meaningful context and are more effortlessly learned if learners acquire them through social media such as micro blogs or blogs or as part of a game. Social networks such as Ning, Twitter and Facebook allow learners to embrace a community where they are able to learn from each other once they move beyond personal connection. Social interactions have a significant role to play in the process of learning. The contextual understanding gained allows them to grasp concepts better and helps them learn how to apply them from their peers. Learning is part of daily living as argued by Eduard Lindeman a long time ago. Learning from experience and problem-solving are integral processes, which is the reason why educators should reflect on their understanding of what practice and knowledge entail. One of the most critical things to glean here is the extent to which education is involved committed and informed action. The ideas discussed above are fascinating to explore and to some extent, take informal educators in a direction totally different from the prevailing pressure towards formalisation and accreditation.

 

[Swaswati Borpuzari]

Situated Learning Theory, also known as Situated Cognition, is a pedagogical framework that emphasizes the importance of learning in a context that closely mirrors the real-world situations in which the knowledge will be applied. This theory, developed by Jean Lave and Etienne Wenger in the late 1980s and early 1990s, posits that knowledge is deeply rooted in the activities, contexts, and cultures in which it is developed and used. Unlike traditional learning models that often isolate knowledge and skills from their practical applications, situated learning theory argues that learning is most effective when it is embedded in meaningful, authentic activities.

At the core of situated learning is the concept of "legitimate peripheral participation," which describes how newcomers to a community of practice gradually become more engaged and competent through their interactions with more experienced members. This process involves a gradual shift from the periphery of a community to its center, where individuals take on more responsibilities and gain deeper insights into the community's practices and norms. For example, in a medical setting, a new intern might start by observing more experienced doctors and gradually take on more complex tasks, such as diagnosing patients and performing procedures, under supervision.

The theory also highlights the role of social interaction in the learning process. Learning is not just an individual activity but a social one, where knowledge is constructed and shared through interactions with others. This social dimension is crucial because it allows learners to see different perspectives, receive feedback, and engage in collaborative problem-solving, all of which enhance their understanding and retention of the material. In educational settings, this can be facilitated through group projects, peer mentoring, and collaborative learning environments.

Situated learning theory has significant implications for educational design and practice. It suggests that curricula should be designed to reflect real-world contexts and that assessment should focus on how well students can apply their knowledge in practical situations. For instance, instead of traditional multiple-choice tests, assessments could involve simulations, case studies, or real-world projects that require students to demonstrate their understanding and skills in a contextually rich environment. This approach not only makes learning more engaging and relevant but also better prepares students for the challenges they will face in their future careers.

In conclusion, situated learning theory offers a powerful framework for understanding how learning is deeply connected to the context in which it occurs. By emphasizing the importance of authentic activities, social interaction, and gradual engagement in communities of practice, this theory provides valuable insights into how educators can design more effective and meaningful learning experiences.