Situated learning, put simply, is any learning taking place in the very same context where it gets applied. Etienne Wenger and Jean Lave first proposed it as a learning model where a group of individuals who share a profession or trade learn something together in their community of practice. The core tenet of this theory is that abstract knowledge provided in classroom settings proves harder to retain. Retainal learning actually only happens in a contextual situation, meaning any place students are able to apply what they learn directly into cultures or authentic activities. For instance, an electrical mechanic might have a far more robust understanding of electrical circuits than an engineering student who primarily has theoretical knowledge with less practical experience. That difference happens because the learner sees benefits directly with achieved success and outcomes with mistakes in his learning curve. This is why educators like GBS Corporate increasingly encourage and implement creative ways to help corporate staff gain knowledge through hands-on experience
Learn Four Ways You Can Apply Situated Learning Theory
Situated learning environments happen when students are placed into learning scenarios where they get actively immersed into activities that use critical thinking or problem-solving skills. Such opportunities need to incorporate a social-style community that duplicates real-world possibilities. Towards the conclusion of such affairs, students are going to be encouraged to tap any prior knowledge they have as well as challenge other community members. There are a few ways to apply this particular theory:
Field trips are great chances for students to participate actively in environments that are unfamiliar. Students can be physically involved and mentally engrossed in practical experiences and accommodative education. This can range from music, sports practice, laboratories, child care, studios and many other applicable physical environments that serve as actual classrooms where scenarios are illustrated. Students then have to actively involve themselves in identifying practical solutions to real-world concerns and issues. Per the theory name and suggestion, a student gets ‘situated’ in a learning process where knowledge is acquired from being a part of the activity, getting to know its context and related culture of application.
Learning here happens through actions that are involved in routine daily situations and scenarios. Employees take on particular roles, be it an HR officer, an operations manager, a marketing expert or even a sales rep. In these scenarios, knowledge can be acquired contextually, transferred to other similar scenarios. As such, it’s critical that employees are indulged in role-playing scenarios that engage them in complicated yet realistic activities that trigger problem-solving skills where they acquire the knowledge company leaders desire them to have. In order to accomplish this, one has to recast his or her role from teacher to that of a facilitator. It’s important for progress to be tracked, products produced by learners to be assessed, collaborative learning environments to be built, reflection encouraged and help learners become increasingly aware of any possible contextual hints in order to assist their understanding and engender transference.
Learning here isn’t differentiated from the realm of action, but it does exist in robust, complicated, social environments comprised of situations, actions and actors. As such, facilitators have to work on providing situations for newer learners, knowing the kind and level of guidance that might be needed for learners to master such scenarios. As learners go about acquiring additional skills, they need less support. However, assessment of any intellectual growth of both individuals and the group of total learners happens through discussion, reflection and evaluations.
The Use of Technology
Some facts and information are hard for learners to retain when they’re not drilled in with meaningful context; they learn far more efficiently if the learner acquires this knowledge through a game or as part of social media, like a blog or microblog. Social networks such as Ning, Twitter and Facebook let learners, once they’ve established personal connections, to embrace communities where members learn from one another. Social interaction plays a substantial role in a person’s learning process. Contextual understanding not only helps a person learn, but helps them understand concepts in different lights. They also learn from peers about the application of said concepts.
Eduard Lindeman argued some years back that learning is an essential part of daily living. Learning from personal experience and problem-solving are integral processes to the human experience. Perhaps the most essential thing to understand here is just how much education incorporates committed, informed action. These ideas are fascinating spaces to explore and, to a large degree, can provide informal educators a totally distinct direction in regards to traditional pressures surrounding formalisation and accreditation.