SITUATED LEARNING
Situated learning is an educational theory that emphasizes the importance of learning in context. It holds that knowledge is best acquired through hands-on experience and interaction with the environment. In this approach, learners are actively involved in their own learning process, rather than being passive recipients of knowledge.
Situated learning emphasizes the role of social interaction in the learning process. It suggests that learning is facilitated by interaction and collaboration with others who have more experience and expertise. This can include peers, mentors, and teachers.
In a situated learning setting, learners are immersed in authentic learning environments that reflect real-life tasks and challenges. They are encouraged to take on active roles and responsibilities in these environments. In doing so, they gain first-hand experience and a deeper understanding of the subject matter.
Overall, situated learning aims to provide learners with a more meaningful and effective learning experience through contextualized, active and collaborative learning.
Situated learning is an educational theory that suggests that learning occurs within the context or situation in which it is applied. It was developed by educational psychologist Jean Lave and anthropologist Etienne Wenger in the 1990s. Instead of viewing learning as a process of acquiring knowledge in isolation, situated learning emphasizes the importance of the social and cultural aspects of learning.
The theory of situated learning posits that learners acquire knowledge and skills through active involvement in authentic activities and by participating in communities of practice. In other words, learning is not just about memorizing facts or completing tasks, but about engaging in meaningful activities that reflect real-world contexts.
Key principles of situated learning include:
1. Learning in authentic contexts: Situated learning emphasizes the importance of learning in real-life situations or environments that are similar to where the knowledge will be applied. This allows learners to experience and understand the relevance and applicability of what they are learning.
2. Social interaction: Learners engage in social interactions with experts or more knowledgeable individuals, as well as with peers. Through these interactions, learners can observe, imitate, and collaborate with others, which facilitates the acquisition of knowledge and skills.
3. Participation in communities of practice: Learners become part of communities of practice, which are groups of people who share a common interest or profession and engage in collective learning activities. By participating in these communities, learners can access the expertise and collective knowledge of others, as well as contribute their own insights and experiences.
4. Apprenticeship-like learning: Situated learning draws parallels to traditional apprenticeships, where learners work alongside a skilled practitioner to acquire knowledge and skills through hands-on experience. This experiential learning approach allows learners to gradually develop their competence and expertise.
Overall, situated learning promotes a learner-centered approach that views learning as an active and social process. By emphasizing the importance of real-world contexts, social interaction, and participation in communities of practice, it aims to improve the transferability and applicability of knowledge and skills to real-life situations.