learning_theories:situated_learning
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
learning_theories:situated_learning [2011/04/13 16:44] jpetrovic [What is situated learning ?] |
learning_theories:situated_learning [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 2: | Line 2: | ||
| ===== General ===== | ===== General ===== | ||
| - | Situated learning is a learning theory developed in the late 1980s by [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]] and [[http://www.ewenger.com/|Etienne Wenger]]. Situated learning theory is based on the assumption that **knowledge should be presented in authentic context that involves its application**. Both authors argue that learning should not be viewed as transmission of abstract and contextualized knowledge between individuals, but a social process within certain conditions which include **activity**, **context** and **culture**. | + | Situated learning or situated cognition is a learning theory developed in the late 1980s by [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]] and [[http://www.ewenger.com/|Etienne Wenger]] and soon expanded by [[http://www.johnseelybrown.com/|John Seely Brown]] and his colleagues. Situated learning theory is based on the assumption that **knowledge should be presented in authentic context that involves its application**. Both authors argue that learning should not be viewed as transmission of abstract and contextualized knowledge between individuals, but a social process within certain conditions which include **activity**, **context** and **culture**. |
| * "//The theory of situated cognition... claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together.//"(([[http://books.google.hr/books?id=H4KAEhUMnkgC&printsec=frontcover&dq=Situated+cognition:+on+human+knowledge+and+computer+representations&hl=hr&ei=-kulTeP_LNHBswa59fmVCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Clancey, William J. Situated cognition: on human knowledge and computer representations. Cambridge University Press, 1997.]])) | * "//The theory of situated cognition... claims that every human thought is adapted to the environment, that is, situated, because what people perceive, how they conceive of their activity, and what they physically do develop together.//"(([[http://books.google.hr/books?id=H4KAEhUMnkgC&printsec=frontcover&dq=Situated+cognition:+on+human+knowledge+and+computer+representations&hl=hr&ei=-kulTeP_LNHBswa59fmVCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Clancey, William J. Situated cognition: on human knowledge and computer representations. Cambridge University Press, 1997.]])) | ||
| - | ===== What is situated learning ? ===== | + | ===== What is situated learning? ===== |
| The claims of situated learning theory can roughly be divided in following categories: | The claims of situated learning theory can roughly be divided in following categories: | ||
| - | * **Learning** - Learning, according to Lave, occurs only if learner is put into an authentic **real-world situation** or context and into **interaction** with other people and cannot be separated from other human activities. There is also no //capacity// that should be filled with knowledge. Learning does not occur as the objective, but rather as the **byproduct of the situation**. The **failure to learn** or diagnoses of learning disabilities are phenomena resulting from formal educational systems which mostly ignore mentioned prerequisites of learning. | + | * **Learning** - Learning, according to Lave, occurs only if learner is put into an authentic **real-world situation** or context and into **interaction** with other people and cannot be separated from other human activities. There is also no //capacity// that should be filled with knowledge.((Notice this approach is quite the opposite from [[learning paradigms:cognitivism|cognitivist approach to learning]], where knowledge and learning are isolated from other human activities and there is a mental capacity to be filled with knowledge.)) Learning does not occur as the objective, but rather as the **byproduct of the situation**. The **failure to learn** or diagnoses of learning disabilities are phenomena resulting from formal educational systems which mostly ignore mentioned prerequisites of learning. |
| * **Knowledge** - In contrast to formal education system which addresses knowledge as objective, decontextualized, apolitical and asocial, situated learning theory sees knowledge as social and context dependent. | * **Knowledge** - In contrast to formal education system which addresses knowledge as objective, decontextualized, apolitical and asocial, situated learning theory sees knowledge as social and context dependent. | ||
| * **Learning transfer** - Since learning is tightly related to the context, it cannot be transferred to new contexts unless they are nearly same. | * **Learning transfer** - Since learning is tightly related to the context, it cannot be transferred to new contexts unless they are nearly same. | ||
| Line 22: | Line 22: | ||
| ===== What is the practical meaning of situated learning? ===== | ===== What is the practical meaning of situated learning? ===== | ||
| - | Since situational learning theory is not necessarily oriented on formal institutional sites of learning, it is also not necessarily orientated on improving the practice of educationalists. But if so, situated learning suggests that **learners should be provided with a rich, real-world context** for learning and **applications of learned content** rather than just be forced to memorize facts. | + | Since situational learning theory is not necessarily oriented on formal institutional sites of learning, it is also not necessarily orientated on improving the practice of educationalists and practices performed on those sites. Still, a model of how situated learning theory should affect instructional design was suggested in 1989 by Brown, Collins and Dugid. This model is called [[instructional_design:cognitive apprenticeship]]. |
| - | A difference between decontextualized and contextualized learning in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): | ||
| - | |||
| - | | APPROACH 1: classroom (decontextualized, inert) | APPROACH 2: authentic (situated in real world problem to solve) | | ||
| - | | For example, go through the Photoshop reference manual, tool by tool, in alphabetical order, learning how each tool (line, paint, bucket, select, etc.) works including all possible optional settings. | For example, start with a visualization task you want to accomplish (such as, create a logo for a company.) Look up and learn only a few particular tools you realize you may need to use to accomplish the design. | | ||
| Line 39: | Line 35: | ||
| * practical examples have shown that **training in abstraction** can be of use, | * practical examples have shown that **training in abstraction** can be of use, | ||
| * research in psychology supports the idea that training is often more effective when **basic skills** are learned **before combining** them together for a complex performance. | * research in psychology supports the idea that training is often more effective when **basic skills** are learned **before combining** them together for a complex performance. | ||
| + | |||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
| * **situated learning theory**, **real-world situation**, **context** | * **situated learning theory**, **real-world situation**, **context** | ||
| - | * [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]], [[http://www.ewenger.com/|Etienne Wenger]] | + | * [[http://www.ischool.berkeley.edu/people/faculty/jeanlave|Jean Lave]], [[http://www.ewenger.com/|Etienne Wenger]], [[http://www.johnseelybrown.com/|John Seely Brown]], [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]], [[http://people.ischool.berkeley.edu/~duguid/SLOFI/Paul%27s_CV.htm|Paul Duguid]] |
| ===== Bibliography ===== | ===== Bibliography ===== | ||
| Line 54: | Line 51: | ||
| [[http://www.learning-theories.com/situated-learning-theory-lave.html|Situated Learning Theory (Lave) at Learning Theories.]] Retrieved April 3, 2011. | [[http://www.learning-theories.com/situated-learning-theory-lave.html|Situated Learning Theory (Lave) at Learning Theories.]] Retrieved April 3, 2011. | ||
| + | [[http://books.google.hr/books?id=n6eiH3iPVKYC&printsec=frontcover&dq=Cognition+in+Practice:+Mind,+Mathematics+and+Culture+in+Everyday+Life&hl=hr&ei=FlulTcXcJsT5sgatqdGJCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false.|Lave, J. Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Learning in Doing). NY: Cambridge University Press. 1988.]] | ||
| ===== Read more ===== | ===== Read more ===== | ||
| [[http://books.google.hr/books?id=CAVIOrW3vYAC&printsec=frontcover&dq=situated+learning+legitimate&hl=hr&ei=WLSlTdzoMI_h4wbI7I2iCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Lave, Jean, and Etienne Wenger. Situated learning: legitimate peripheral participation. Cambridge University Press, 1991.]] | [[http://books.google.hr/books?id=CAVIOrW3vYAC&printsec=frontcover&dq=situated+learning+legitimate&hl=hr&ei=WLSlTdzoMI_h4wbI7I2iCg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Lave, Jean, and Etienne Wenger. Situated learning: legitimate peripheral participation. Cambridge University Press, 1991.]] | ||
| - | |||
| - | [[http://books.google.hr/books?id=n6eiH3iPVKYC&printsec=frontcover&dq=Cognition+in+Practice:+Mind,+Mathematics+and+Culture+in+Everyday+Life&hl=hr&ei=FlulTcXcJsT5sgatqdGJCA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false.|Lave, J. Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Learning in Doing). NY: Cambridge University Press. 1988.]] | ||
| [[http://www.uv.es/revispsi/articulos2.01/FdezyAlon6.pdf|Fernandez, A., and M. A. Alonso García. The relative value of environmental contex reinstatement in free recall. Psicológica 22, no. 2: 253–266. 2001.]] | [[http://www.uv.es/revispsi/articulos2.01/FdezyAlon6.pdf|Fernandez, A., and M. A. Alonso García. The relative value of environmental contex reinstatement in free recall. Psicológica 22, no. 2: 253–266. 2001.]] | ||
learning_theories/situated_learning.1302705877.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
