Situated Learning
Overview
Situated Learning is a learning theory that was first introduced by Jean Lave in 1988 and further developed by Lave & Wenger in 1990. This theory posits that learning will occur when a learner is participating in a real-world situation and is interacting with other individuals who have more experience in that context. In this theory, Lave (1991) says that learning is unintentional because it is naturally occurring through social interaction with others within an authentic context.
Situated Learning is a learning theory that was first introduced by Jean Lave in 1988 and further developed by Lave & Wenger in 1990. This theory posits that learning will occur when a learner is participating in a real-world situation and is interacting with other individuals who have more experience in that context. In this theory, Lave (1991) says that learning is unintentional because it is naturally occurring through social interaction with others within an authentic context.
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Guideline 1 – Design an Authentic Context
Learning should take place in an environment that is an authentic or real-world context. Alternatively, an environment can be designed to resemble a real-world context. An educator can simulate virtual group activities, such as an activity in an online biology lab.
Guideline 2 – Include Relevant Content
Learning will occur through observation and interaction with the elements within an authentic context or environment. These elements, demonstrated by participants within an environment, include the culture, values, beliefs, language, practices, activities and experiences that naturally occur within the authentic context. Educators should ensure that learners have access to resources that demonstrate these elements, for example, videos of people carrying out activities or routines within an environment.
Guideline 3 – Create a Community of Practice
Learners will construct meaning through a Community of Practice (CoP) which encompasses a group of people with a collective goal or interest and the unique interactions that occur among group members and activities within the environment. Group members are experts who model the culture, values, beliefs, language, practices, activities and experiences within the authentic context. An educator should ensure students have access to experts within a CoP. Access to experts may be in the form of subscriptions to experts' video channels or podcasts, or peer mentor pairings in cases where one student can act as an expert on a topic.
Guideline 4 – Foster Participation
Learning is a social process that takes place through participation within a CoP. Regular participation and engagement in social interactions within a CoP allow learners to move from the periphery of a group to the centre of the group where expert members of the group reside. This process is called Legitimate Peripheral Participation. This process encourages collaborative efforts in the construction of meaning between the learners and group as a whole. It also allows for the opportunity for expert members to provide feedback to learners based on an assessment of their participation in the group. Educators may consider using discussion boards that encourage engagement in discussions on a topic where different perspectives can be shared and critical reflection can take place.
Learning should take place in an environment that is an authentic or real-world context. Alternatively, an environment can be designed to resemble a real-world context. An educator can simulate virtual group activities, such as an activity in an online biology lab.
Guideline 2 – Include Relevant Content
Learning will occur through observation and interaction with the elements within an authentic context or environment. These elements, demonstrated by participants within an environment, include the culture, values, beliefs, language, practices, activities and experiences that naturally occur within the authentic context. Educators should ensure that learners have access to resources that demonstrate these elements, for example, videos of people carrying out activities or routines within an environment.
Guideline 3 – Create a Community of Practice
Learners will construct meaning through a Community of Practice (CoP) which encompasses a group of people with a collective goal or interest and the unique interactions that occur among group members and activities within the environment. Group members are experts who model the culture, values, beliefs, language, practices, activities and experiences within the authentic context. An educator should ensure students have access to experts within a CoP. Access to experts may be in the form of subscriptions to experts' video channels or podcasts, or peer mentor pairings in cases where one student can act as an expert on a topic.
Guideline 4 – Foster Participation
Learning is a social process that takes place through participation within a CoP. Regular participation and engagement in social interactions within a CoP allow learners to move from the periphery of a group to the centre of the group where expert members of the group reside. This process is called Legitimate Peripheral Participation. This process encourages collaborative efforts in the construction of meaning between the learners and group as a whole. It also allows for the opportunity for expert members to provide feedback to learners based on an assessment of their participation in the group. Educators may consider using discussion boards that encourage engagement in discussions on a topic where different perspectives can be shared and critical reflection can take place.
Good Examples of Use
Example 1 – EON Reality - Education
Example 1 – EON Reality - Education
- EON Reality creates immersive learning environments for students in higher education through the use of augmented and virtual reality education solutions
- Some lessons include the ability to observe and interact with avatars within the virtual environment.
- VROC connects K-12 students with experts in the areas of Canadian subject matter through interactive video calls.
Helpful Resources
Resource 1 - Video on the Situated Learning Theory by Heidi Digby
Resource 1 - Video on the Situated Learning Theory by Heidi Digby
- This is an 11-minute video explaining the Situated Learning Theory.
- This blog post includes examples of how to apply Situated Learning Theory in an online learning environment.
- This chapter proposes guidelines for designing authentic learning environments for higher education.
Research
[Alkydale]. (2011, November 16). Situated Learning and Communities of Practice Video [Video File].
Retrieved from https://www.youtube.com/watch?v=roKJbwCLNBs
David L, "Situated Learning Theory (Lave)," in Learning Theories, January 17, 2007,
https://www.learning-theories.com/situated-learning-theory-lave.html.
Dawley L., Dede C. (2014) Situated Learning in Virtual Worlds and Immersive Simulations. In: Spector J.,Merrill M., Elen J., Bishop M. (eds)
Handbook of Research on Educational Communications and Technology. Springer, New York, NY
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
[Alkydale]. (2011, November 16). Situated Learning and Communities of Practice Video [Video File].
Retrieved from https://www.youtube.com/watch?v=roKJbwCLNBs
David L, "Situated Learning Theory (Lave)," in Learning Theories, January 17, 2007,
https://www.learning-theories.com/situated-learning-theory-lave.html.
Dawley L., Dede C. (2014) Situated Learning in Virtual Worlds and Immersive Simulations. In: Spector J.,Merrill M., Elen J., Bishop M. (eds)
Handbook of Research on Educational Communications and Technology. Springer, New York, NY
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life. Cambridge, UK: Cambridge University Press.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press.
Author
Marlee Bell
E-mail: [email protected]
Bio: Marlee Bell is currently completing a Master of Education program at the University of Ontario Institute of
Technology (UOIT). Outside of her studies at UOIT, Marlee works for Holland Bloorview Kids Rehabilitation
Hospital where she supports non-verbal children to use Augmentative and Alternative Communication
(AAC) systems to communicate in home, school, and community settings.
Marlee Bell
E-mail: [email protected]
Bio: Marlee Bell is currently completing a Master of Education program at the University of Ontario Institute of
Technology (UOIT). Outside of her studies at UOIT, Marlee works for Holland Bloorview Kids Rehabilitation
Hospital where she supports non-verbal children to use Augmentative and Alternative Communication
(AAC) systems to communicate in home, school, and community settings.