What Is Situative Learning? Explained In Hindi
5Situated learning is a theory that explains an individual's acquisition of professional skills
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Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a community of practice. At its simplest, situated learning is learning that takes place in the same context in which it is applied. For example, the workplace is considered as a discernible community of practice operating as a context wherein newcomers assimilate norms, behavior, values, relationships, and beliefs.
Lave and Wenger (1991) argues that learning is a social process whereby knowledge is co-constructed; they suggest that such learning is situated in a specific context and embedded within a particular social and physical environment.
Against the prevalent view of learning that involves the cognitive process in which individuals are respectively engaged in as learners, Lave and Wenger viewed learning as participation in the social world, suggesting learning as an integral and inseparable aspect of social practice. In their view, learning is the process by which newcomers become part of a community of practice and move toward full participation in it. Learners' participation in the community of practice always entails situated negotiation and renegotiation of meaning in the world. They understand and experience the world through the constant interactions by which they reconstruct their identity (i.e., becoming a different person) and evolve the form of their membership in the community as the relations between newcomers and old-timers who share the social practice change. In their view, motivation is situated because learners are naturally motivated by their growing value of participation and their desires to become full practitioners.
Lave and Wenger assert that situated learning "is not an educational form, much less a pedagogical strategy". However, since their writing, others have advocated different pedagogies that include experiential and situated activity:
Workshops, kitchens, greenhouses and gardens used as classrooms
Stand-up role playing in the real-world setting, including most military training (much of which, though, takes a behaviorist approach)
Field trips including archaeological digs and participant-observer studies in an alien culture
On the job training including apprenticeship and cooperative education
Sports practice, music practice, and art are situated learning by definition, as the exact actions in the real setting are those of practice – with the same equipment or instruments
Many of the original examples from Lave and Wenger concerned adult learners, and situated learning still has a particular resonance for adult education. For example, Hansman shows how adult learners discover, shape, and make explicit their own knowledge through situated learning within a community of practice.
Situated learning is not a unitary, well-defined concept. From an educational point of view, the core idea behind the different uses of this term is to create a situational context for learning that strongly resembles possible application situations in order to assure that the learning experiences foster ‘real-life’ problem solving. Against this background, traditional school learning is criticized because it creates contexts for learning that strongly differ from ‘real-life’ application contexts. Two instructional models that are in accord with a situatedness perspective are presented: cognitive apprenticeship and problem-based learning. After common critiques of the situatedness approaches, possible future developments of this theoretical perspective are outlined.
Situated learning theory states that every idea and human action is a generalization, adapted to the ongoing environment; it is founded on the belief that what people learn, see, and do is situated in their role as a member of a community (Lave and Wenger, 1991). Situated learning was observed among Yucatec midwives, native tailors, navy quartermasters, and meat cutters (Lave and Wenger, 1991). Learners achieved a gradual acquisition of knowledge and skills and moved from being novices to experts. Such learning is contrasted with classroom learning that often involves abstract and out-of-context knowledge. Social interaction within an authentic context is critical because learners become involved in a “community of practice” that embodies beliefs and behaviors to be acquired. As beginners move from the periphery of the 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.
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