SITUATED LEARNING
Overview
Situated learning is an instructional theory, which argues learning should take place in the same context in which it is applied. Learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”
Origins & Major Contributors
Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning). In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements of situated learning framework.
Characteristics
Situated learning highlights social interactions and authentic learning. It usually involves engaging in tasks which parallel real world applications. The goal is to improve learning by motivating students and by providing a rich context for learning. It emphasizes the context and application of knowledge rather than memorizing facts (Heeter, 2005). For further information please refer to Herrington, J. and Oliver, R. (1995) Critical characteristics of situated learning:Implications for the instructional design of multimedia.
http://researchrepository.murdoch.edu.au/7189/1/critical_characteristics.pdf
Implications for Instructional Design
Challenges
Anderson, Reder, and Simon (1996) challenges several claims of situated learning. According to them, skills like reading does transfer from one context to another, which is opposed to the assertion that action is grounded in the concrete situation in which it occurs. Second, they believe knowledge transfers between tasks, but depends on the amount of practice in the initial domain and the degree of shared cognitive elements. Third, they opposed the belief that training in abstraction is of little use by proposing that a combination of abstract instruction and concrete examples. Last, they question the efficacy of cooperative learning when applied without requisite structuring or scripting.
Example
Learning Adobe Photoshop: Consider you are given a task to create a logo for your company. You look up the web and realize that you may need to learn to use a few tools in Photoshop to accomplish the design. Therefore, you start to learn the tools to accomplish the task.
Important Seminal Works
ANDERSON, J. R., REDER, L.M., & SIMON, H. A. (1995). Educational Researcher, 25(4), 5-11.
http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Anderson,%20Reder_Pt1.pdf.
Herrington, J & Oliver, R. (1995) Critical Characteristics of Situated Learning: Implications for the Instructional Design of Multimedia. In J. Ellis A. (Ed.). ASCILITE95 Conference Proceedings. Melbourne: University of Melbourne. http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf
Choi, Jeong-Im, & Hannafin, Michael (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development. 43 (2), 53-69. http://link.springer.com/article/10.1007%2FBF02300472.
Web Resource
References
Lave, J. and Wenger, E. (1991). Situated Learning. Legitimate peripheral participation, Cambridge: Cambridge University Press.
Heeter, C. (2005). Situated Learning for designers: Social, Cognitive and Situated Framework. from the Michigan State University Web site: http://teachvu.vu.msu.edu/public/designers/social_interactions/index.php?page_num=4
Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chiou, G. F. (1992). Situated learning, metaphors and computer-based learning environments. Educational Technology, 32(8), 7-11.
Harley, S. (1993). Situated learning and classroom instruction. Educational Technology, 33(3), 46-51.
Edited by Qian Wang 3/11/2014
Situated learning is an instructional theory, which argues learning should take place in the same context in which it is applied. Learning should not be viewed as simply the transmission of abstract and decontextualised knowledge from one individual to another, but a social process whereby knowledge is co-constructed. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: “Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge.”
Origins & Major Contributors
Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky (social learning). In addition, the theory of Schoenfeld on mathematical problem solving embodies some of the critical elements of situated learning framework.
Characteristics
Situated learning highlights social interactions and authentic learning. It usually involves engaging in tasks which parallel real world applications. The goal is to improve learning by motivating students and by providing a rich context for learning. It emphasizes the context and application of knowledge rather than memorizing facts (Heeter, 2005). For further information please refer to Herrington, J. and Oliver, R. (1995) Critical characteristics of situated learning:Implications for the instructional design of multimedia.
http://researchrepository.murdoch.edu.au/7189/1/critical_characteristics.pdf
Implications for Instructional Design
- Knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge.
- Learning requires social interaction and collaboration.
Challenges
Anderson, Reder, and Simon (1996) challenges several claims of situated learning. According to them, skills like reading does transfer from one context to another, which is opposed to the assertion that action is grounded in the concrete situation in which it occurs. Second, they believe knowledge transfers between tasks, but depends on the amount of practice in the initial domain and the degree of shared cognitive elements. Third, they opposed the belief that training in abstraction is of little use by proposing that a combination of abstract instruction and concrete examples. Last, they question the efficacy of cooperative learning when applied without requisite structuring or scripting.
Example
Learning Adobe Photoshop: Consider you are given a task to create a logo for your company. You look up the web and realize that you may need to learn to use a few tools in Photoshop to accomplish the design. Therefore, you start to learn the tools to accomplish the task.
Important Seminal Works
ANDERSON, J. R., REDER, L.M., & SIMON, H. A. (1995). Educational Researcher, 25(4), 5-11.
http://people.ucsc.edu/~gwells/Files/Courses_Folder/ED%20261%20Papers/Anderson,%20Reder_Pt1.pdf.
Herrington, J & Oliver, R. (1995) Critical Characteristics of Situated Learning: Implications for the Instructional Design of Multimedia. In J. Ellis A. (Ed.). ASCILITE95 Conference Proceedings. Melbourne: University of Melbourne. http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf
Choi, Jeong-Im, & Hannafin, Michael (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development. 43 (2), 53-69. http://link.springer.com/article/10.1007%2FBF02300472.
Web Resource
- University of South Alabama Online Learning Laboratory.
- Situated Learning. http://home.sprynet.com/~gkearsley/tip/lave.html
- Learning Theories. com. http://www.learning-theories.com/
- ID Tool Box. http://idtoolbox.eseryel.com
References
Lave, J. and Wenger, E. (1991). Situated Learning. Legitimate peripheral participation, Cambridge: Cambridge University Press.
Heeter, C. (2005). Situated Learning for designers: Social, Cognitive and Situated Framework. from the Michigan State University Web site: http://teachvu.vu.msu.edu/public/designers/social_interactions/index.php?page_num=4
Brown, J. S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Chiou, G. F. (1992). Situated learning, metaphors and computer-based learning environments. Educational Technology, 32(8), 7-11.
Harley, S. (1993). Situated learning and classroom instruction. Educational Technology, 33(3), 46-51.
Edited by Qian Wang 3/11/2014
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