impact on education and ID

How has situated learning impacted education and instructional design?

• Creates a “powerful metaphor for human learning that incorporates elements of everyday cognition, informal learning, authentic learning experiences, and cultural influences” (Wilson, 1995; Brown, Collins, & Duguid, 1989).
• Embodies a learner-centered, problem-based approach to learning (Wilson, 1995; Wilson & Ryder, 1996; Brown, Collins, & Duguid, 1989)
• Fosters “cognitive apprenticeships” where students are presented “with a task in a familiar activity” where scaffolding is available for “unfamiliar tasks” (Brown, Collins, & Duguid, 1989, p. 10).
• Encourages the development of Wenger’s communities of practice or Wilson and Ryder’s dynamic learning communities which entails “groups of people who share a concern or a passion for something they do and who interact regularly to learn how to do it better” (“Communities of Practice,” Wenger, 2004).
• Integrates the situated experience of an internship or apprenticeship throughout the curriculum and help students develop critical-thinking and problem-solving skills embedded in authentic learning (Lave & Wenger, 1991)
• Transforms the perception of instructional design whereby ID, once viewed as traditional, rigid, and systematic, is now seen as current, well-positioned, and localized (Wilson, 1995)