What is Situated Learning?

What is Situated Learning?

Learning is a function of the activity, context and culture in which it occurs. The theory is primarily social rather than psychological, and originates from Lave and Wenger (1991).

Situated Learning rejects traditional classroom learning activities which involve knowledge presented in an abstract form and out of context. The theory also places emphasis on social interaction. In Lave and Wegner’s (1991) words, “learning is an integral and inseparable aspect of social practice”.

Knowledge is acquired as learners become involved in a “community of practice” (the context and culture idea). As newcomers move from the periphery of this community to its center, they become more active and engaged within the culture and assume the role of experts. Furthermore, situated learning is usually unintentional rather than deliberate (touched on this during Jason’s presentation). These ideas are what Lave & Wenger (1991) call the process of "legitimate peripheral participation."

Main 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.