by Karen Kelly/EdTech 504/Section 4173

Situated Learning Theory

Situated learning theory is a relatively new learning theory introduced, within the past 20 years, to the plethora of learning theories that exist (Herrington and Oliver, 1995; Korthagen, 2010). “[S]ituated learning requires authentic contexts, activities, and assessments coupled with guidance based on expert modeling, situated mentoring, and legitimate peripheral participation” (Dede, Ketelhet, Clarke, & Bowman, 2004, p. 4). Legitimate peripheral participation is a term that is used to identify the process of situated learning where novices eventually move more into the center of the community and gradually become experts (Herrington and Oliver, 1995). Situated learning and constructivism are compatible and appear to be mutually supportive (Lunce, 2006). Sometimes theorists try to integrate the perspective of situated learning theory with the perspective of cognitive theory, but they are different. “Situated learning theory tries to explain the role of embodied social learning, while cognitive theory aims at describing the characteristics of knowledge and knowledge development per se” (Korthagen, 2010, p. 99). Situated Learning is unique because, situated learning “… contrasts with most classroom learning activities which involve knowledge which is abstract and out of context ” (Kearsley, 2010, p. 1). The major principles of situated learning can be outlined as: a) learning is presented in authentic contexts, and b) learning involves social interaction and collaboration (Lunce, 2006). The key components are: apprenticeship, collaboration, reflection, coaching, multiple practice, and articulation of learning skills (Herrington and Oliver, 1995). Situated learning theory’s basic framework has been developed from the previous work of a number of theorists such as Vygotsky, Leontiev, and Dewey (Herrington and Oliver, 1995). Situated learning theory is credited to Jean Lave and Etienne Wenger (Kothagen, 2010). Situated learning theory has evolved since then, with additional work by Brown, Collins and Duguid (1989) (Kothagen, 2010). Brown et al. introduce the idea of cognitive apprenticeship. “[A]pprenticeship in “communities of practice” (moving from newcomer to expert within a sociocultural structure of practices) are a central construct for situated learning ” (Dede, Ketelhet, Clarke, & Bowman, 2004, p. 4). By choosing an educational approach that is experiential, student-centered, supportive of reflective learning through group processes, and that aims to develop skills required for a knowledge era, one is presenting situated learning. “Many of the researchers and teachers exploring the model of situated learning have accepted that the computer can provide an alternative to the real-life setting, and that such technology can be used without sacrificing the authentic context which is such a critical element of the model” (Herrington and Oliver, 1995, p.3). Situated learning could be effective with the use of technology such as: a) mobile devices, b) educational simulations (Lunce, 2006), c) multi-user virtual environments (Dede, et al. (2004)) and/or, d) multimedia (Herrington and Oliver, 1995).

References

Dede, C., Nelson, B., Ketelhet, D. J., Clarke, J., & Bowman, C. (2004). Design-based research

strategies for studying situated learning in a multi-user virtual environment. Paper

presented at the International Conference on Learning Sciences, Mahweh, NJ.

Herrington, J., & Oliver, R. (1995). Critical characteristics of situated learning: Implications for

the instructional design of multimedia (pp. 253 - 262). Presented at the ASCILITE'95,

Melbourne: J. Pearce & A. Ellis (Eds.) Learning with Technology. Retrieved from

http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf.

Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education:

Towards an integrative view of teacher behavior and teacher learning. Teaching and

Teacher Education, 26, 98 - 106. doi: 10.1016/j.tate.2009.05.001.

Lunce, L. M. (2006). Simulations: Bringing the benefits of situated learning to the traditional

classroom. Journal of Applied Educational Technology, 3(1), 37-45.