Situated learning: knowledge and skills are learned in contexts that reflect how the knowledge will be used in real life¶

Theory · All theories
Evidence · 1 claim (1 mixed) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Situated learning is defined as "the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life," and is called "the sine qua non of apprenticeship." The paper argues it should be thought of generally, ranging from everyday situations like running a bank or grocery shopping to theoretical endeavors like inventing theorems. Computers enable such environments through microworlds, networks, databases, graphing packages and text editors, mimicking real-world situations that cannot otherwise be realized in a classroom.

Design Implications¶

Context¶

Requirements¶

• Learning contexts that reflect how the knowledge will be used in real life, which technology can supply through microworlds, computer networks, data bases, graphing packages and text editors

Constraints¶

• The paper notes inherent dangers in microworlds, such as learning to make decisions based on a few variables rather than a rich set of variables

Target Learners¶

• School students in domains such as math, history, reading, writing, science, and social studies

Target Learning Objectives¶

• Applying knowledge in novel situations and transferring knowledge across contexts

Claims¶

• Learning in multiple contexts and generalizing across them makes knowledge both specific and general, addressing why transfer is difficult [~W]

Related Theories¶

• Cognitive apprenticeship applies the modelling, coaching, and fading paradigm of traditional apprenticeship to cognitive skills, with technology realizing resource-intensive learning environments
• Guided participation and traditional apprenticeship as core CA concepts
• Cognitive apprenticeship framework with four learning-environment dimensions

Examples¶

• Whole-task performance
• Talk About Real-Life Challenges and Situations
• Make adult language materials relevant, immediately useful, and grounded in real-life experiences
• Connect Writing to Real-World Applications
• Design educator learning experiences using adult learning theory: connect to prior experience, ensure real-world application, and enable perspective transformation

Key Sources¶

• Collins, Allan. (1988). Cognitive Apprenticeship and Instructional Technology. Technical Report. BBN Report No. 6899, BBN Labs, Inc. https://eric.ed.gov/?id=ED331465