Overview:
Lave argues that learning as it normally occurs is a function of the
activity, context and culture in which it occurs (i.e., it is situated). This
contrasts with most classroom learning activities which involve knowledge which
is abstract and out of context. Social interaction is a critical component of
situated learning -- learners become involved in a "community of
practice" which embodies certain beliefs and behaviors to be acquired. As
the beginner or newcomer moves from the periphery of this community to its
center, they become more active and engaged within the culture and hence assume
the role of expert or old-timer. Furthermore, situated learning is usually
unintentional rather than deliberate. These ideas are what Lave & Wenger
(1991) call the process of "legitimate peripheral participation."
Other researchers have further developed the theory of situated learning.
Brown, Collins & Duguid (1989) emphasize the idea
of cognitive apprenticeship: "Cognitive apprenticeship supports learning
in a domain by enabling students to acquire, develop and use cognitive tools in
authentic domain activity. Learning, both outside and inside school, advances
through collaborative social interaction and the social construction of knowledge."
Brown et al. also emphasize the need for a new epistemology for learning -- one
that emphasizes active perception over concepts and representation. Suchman (1988) explores the situated learning framework in
the context of artificial intelligence.
Situated learning has antecedents in the work of Gibson (theory of affordances) and Vygotsky
(social learning). In addition, the theory of Schoenfeld on mathematical
problem solving embodies some of the critical elements of situated learning
framework.
Scope/Application:
Situated learning is a general theory of knowledge acquisition
. It has been applied in the context of technology-based learning
activities for schools that focus on problem-solving skills (Cognition &
Technology Group at Vanderbilt, 1993). McLellan
(1995) provides a collection of articles that describe various perspectives on
the theory.
Example:
Lave & Wenger (1991) provide an analysis of situated learning in five
different settings: Yucatec midwives, native tailors,
navy quartermasters, meat cutters and alcoholics. In all cases, there was a
gradual acquisition of knowledge and skills as novices learned from experts in
the context of everyday activities.
Principles:
1. Knowledge needs to be presented in an authentic context, i.e., settings
and applications that would normally involve that knowledge.
2. Learning requires social interaction and collaboration.
References:
Brown, J.S., Collins, A. & Duguid, S. (1989). Situated
cognition and the culture of learning. Educational Researcher,
18(1), 32-42.
Cognition & Technology Group at Vanderbilt (March 1993). Anchored
instruction and situated cognition revisited. Educational Technology, 33(3),
52-70.
Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in
everyday life.
Lave, J., & Wenger, E. (1990). Situated Learning: Legitimate Periperal
Participation.
McLellan, H. (1995). Situated
Learning Perspectives.
Suchman, L. (1988). Plans and Situated Actions:
The Problem of Human/Machine Communication.
Relevant Web Sites:
For more about Lave and situated learning, see
http://scottlab.human.waseda.ac.jp/situated.html
http://www.infed.org/biblio/communities_of_practice.htm