Lave And Wenger Situated Learning Pdf
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- Situated Learning: Legitimate Peripheral Participation . Jean Lave, Etienne Wenger
- Situated Learning
- Jean Lave, Etienne Wenger and communities of practice
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Situated Learning: Legitimate Peripheral Participation . Jean Lave, Etienne Wenger
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. 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  argue 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. They understand and experience the world through the constant interactions by which they reconstruct their identity i. 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".
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. In the article "The Nature of Situated Learning", Paula Vincini argued that "the theory behind situated learning or situated cognition arises from the fields of psychology , anthropology , sociology , and cognitive science.
Greeno associated with situated learning theory argue that knowledge must be taught in context and not in the abstract. In John R. Anderson et al. Following on the so-called "cognitive revolution" in psychology that began in the s, education, and particularly mathematics and science education, has been acquiring new insights from psychology, and new approaches and instructional techniques based on these insights. At the same time, cognitive psychologists have being paying increasing attention to education as an area of application of psychological knowledge and as a source of important research problems.
There is every reason to believe that as research in cognitive psychology progresses and increasingly addresses itself to educational issues, even closer and more productive links can be formed between psychology and mathematics education. However, there is a tendency now to present all manner of educational opinion as bearing a stamp of approval from cognitive psychology Vincini continued to explain, that "the social interaction that occurs in communities of practice between experts and novices is crucial to the theory of situated cognition or learning.
In Situated Learning: Legitimate Peripheral Participation, Lave and Wenger emphasize that novices begin learning by observing members of the community and then slowly move from the periphery of the community to fully participating members.
Put in terms developed by William Rankin,    the major elements in situated learning are content facts and processes of a task , context situations, values, environmental cues , and community the group where the learner will create and negotiate. Situated learning also involves participation where a learner works together with others in order to solve a problem. Situated learning deals with how one's knowledge over the course of an activity and how they create and interpret.
Content : In situated learning, no importance is given to the retention of the content. Rather, situated learning stresses reflective and higher order thinking where the results are used in solving problems faced in daily life.
Situated learning is thus more application-based. Context : Context provides a framework for the usage of the product or the result at the right time, place and situation in the social, psychological and material environment. Context creates a platform to examine the learning experiences. Community : Community helps the learner to create , interpret , reflect and form meanings. It provides opportunities to share experiences among learners and also to interact. Participation : It is where interchange of ideas, problem solving and engaging of the learners take place.
This takes place in a social setting which includes reflecting, interpreting and negotiating among the participants of the community. Situated learning means to have a thought and action which is used at the right time and place. In this approach, the content is learned through doing activities.
It is dilemma-driven, it challenges the intellectual and psychomotor skills of a learner. Situated learning contributes to bringing about the relationship between classroom situations and real-life situations outside the classroom. In adult classroom, the conditions are so created that it is complex and unclear, from which they again experiences and they learn.
There are four claims by Brown, Collins, and Dugid:. Situated learning was first projected by Jean Lave and Etienne Wenger as a model of learning in a community of practice. Learning begins with people trying to solve problems.
Hung's study focuses on how important being social is to learning. In believing that learning is social, Hung adds that learners who gravitate to communities with shared interests tend to benefit from the knowledge of those who are more knowledgeable than they are. He also says that these social experiences provide people with authentic experiences. When students are in these real-life situations they are compelled to learn.
Hung concludes that taking a problem-based learning approach to designing curriculum carries students to a higher level of thinking. The pedagogy of the lifelong-learning era is evolving toward reliance on interaction. Sometimes this involves interacting with a rich technological environment such as a computer tutor or a game on the web and sometimes with other people by means of a computer network.
The pedagogy of computer tutors echoes the apprenticeship model in setting individualized tasks for learners and offering guidance and feedback as they work. Situated learning is becoming more involved with technology in ways to help individuals learn information differently than they have in the past.
The model of learning a skill through technology mimics how individuals learned in the past from a professional in that skill. In the past when individuals learned about a particular topic it was done in person, in a hands-on environment.
Technology makes it possible to do these same things using a computer or any other similar device. Interaction through the computer between individuals is one more way to make situated learning more successful as well as give students an opportunity to have another venue through which to learn. In fact,. James Paul Gee argues that the compelling nature of video game participation is in part due to the underlying social, cognitive, and developmental learning principles around which successful games are built.
With this perspective, games and gaming can be a source for inspiration in building more effective learning environments. Allowing students to have the opportunity to participate, interact and inject their own ideas is a way to obviously grow and make informed decisions.
Gee has proven this with the use of video games. It enables the learner to build their social and communication skills as well as develop their cognition abilities. Computer-based learning software such as SimCity has permitted users to utilize situated learning by allowing them to run their own city and become dictators whereby they have to make informed decisions which will either deteriorate their people or help them thrive.
As stated, more effective learning environments are built this way. Instruction must be situated in an authentic context that resembles that of the classroom teacher to enrich their learning process by providing realistic experiences that more easily transfer. Students process information by visualizing, hearing, reasoning and reflecting so they tend to learn more easily by having models to go by or imitate.
In some study cases, teachers have gone as far as to make the classroom environment as homey as possible, whether it is a computerized set up or a physical set up. It gives the students the look and feel of being at home in a comfortable setting which allows them to feel and learn freely. It has been proven to have a great impact on the students learning abilities. This is another innovative way of utilizing situated learning. When today's students enter their post-education professional lives, odds are pretty good that they will be asked to work with others from around the globe collaboratively to create content for diverse and wide-ranging audiences.
Odds are also pretty good that they are going to need to read and write effectively in linked environments as they locate, analyze, remix, and share the best, most relevant content online for their own learning.
When students complete their education, they will be expected to use the skills they have learned throughout their educational career in the professional career. It is imperative that they are able to sufficiently utilize these skills to complete work goals.
Through situated learning students will be able to learn the skills and also be able to accurately use the skills they have learned. Situated learning allows students to gain experience through doing in some way and from this experience they are able to be productive in their lives after they have graduated.
Almost any job-related skill can be taught by practicing the skill, and computer simulations can create immersive environments where the target skills are necessary for solving engaging problems.
In situations where situated learning is not possible, simulations can offer an alternative way to provide employees with an authentic learning experience. Situated learning allows employees to immediately apply what they've learned in the context of performing job-related tasks. Learning occurs among peers who perform the same function. Problem-solving and the generation of new ideas can be better supported in a social learning environment where all of the stakeholders experience the positive effects of ongoing learning.
Often, the benefits of situated learning extend well beyond the immediate group of practitioners throughout the organization and the broader community. Richardson notes that, in an educational setting, teachers can use collaborative technologies in their own practice in order to gain a better understanding about how to integrate these technologies in the classroom. Many online learning courses still use the traditional teacher-directed, textbook oriented curriculum that is compartmentalized by discipline.
Many universities have begun to recognize that authentic situation learning must occur in online courses. A key aspect is to recognize that the unit itself must be an authentic activity and not just made up of disjointed activities.
The learning environment needs to provide ill-defined activities which have real-world relevance, and which present a single complex task to be completed over a sustained period of time, rather than a series of shorter disconnected examples. While it may be possible for adult learners to gain knowledge and apply theories presented in other learning environments to what they experience in a real-world setting, situated learning offers an opportunity to work with others in considering how to best apply new concepts related to the specific context of their practice.
While theoretical knowledge provides a foundation, the insights and skills developed through authentic practice can lead to more meaningful learning. Learning centers are also making an impact on career education…Most of the participants are minorities, and a large proportion are African-American and Hispanic women.
They range in age from 13 to 91, half of them between 20 and 31 years of age, but with a large number of teenagers as well. Most come to learn job skills and take classes at the centers, as well as to use the Internet facilities. The increase in learning centers across the country is evidence of how the U. Much of this learning is happening in centers described by Halverson and Collins.
Examples of these learning centers, which are perfect examples of situated learning, include local libraries and job training centers. These learning centers are providing adults in particular with the kind of social interaction they need to extend their learning. This supports Hung's findings that people learn by simply being in certain situations with others.
Reliance on structured, theoretical training programs, especially offered by third-party providers, is decreasing, and companies are finding ways to facilitate authentic learning opportunities within their communities of practice. Wagner notes that financial considerations have led to fewer managers, so organizations are looking to those who actually do the work for ideas about improving their products and services.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. 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  argue 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.
Jean Lave, Etienne Wenger and communities of practice
Cognitive apprenticeship ; Communities of practice ; Situated cognition. Humans are socially curious beings and learn mostly through social interaction with others. Situated learning occurs generally when an individual is not intended or planned to learn.
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