Situated Cognition/Learning

Jean Lave

Situated Cognition/Learning Theory

Situated cognition/situated learning is a theory that suggests learning is “naturally tied to authentic activity, context, and culture” (Brown, Collins, & Duguid, 1989). Also, this theory suggests that it is more difficult to learn from un-natural activities. For example, learning one’s first language or a foreign language by immersion is widely held to be easier than learning languages from textbooks and vocabulary lists.

Situated learning Cont’d Most learning occurs naturally through

activities, contexts, cultures Schools too often abstract learning, “unsituate” it, teach concepts removed from natural contexts and applications Situated examples include more “apprentice-like” situations (e.g., sculpters, printers)

Characteristics of situated learning

Provide authentic context that reflect the way the knowledge will be used in real-life

Support collaborative construction of knowledge Provide coaching and scaffolding at critical times

For more characteristics visit the following link: http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf

Cognitive Apprenticeship This is an important facet of situated learning. cognitive apprenticeship is a model of learning based on the situated cognition theory. It provides practical steps for applying situated cognition theory.

Cognitive Apprenticeship Stages

Teacher considers expert-like strategies involved in a task

Teacher designs scaffolds that encourage students to apply the strategies

The activities should be situated or geared toward a relevant outcome

Teacher models strategies and coaches students to apply them

The cognitive apprenticeship model consists of these stages. Teachers must consider the expert-like processes that are involved in a difficult, professional task. Authentic tasks are designed to lead students into those processes and to engage in effective strategies. The teacher initially models the requisite strategies, allows students to try them independently, and coaches students as needed.

Cognitive ApprenticeshipStages Cont’d

Students are required to articulate their reasoning or methods to solve a problem

Students are encouraged to reflect on and learn from others’ approaches

Teacher fades supports as students

Apply their learning to personally

relevant problems

Students should be asked to discuss and explain their problem-solving processes or strategies, and to compare their processes to those of others. As students gain expertise, the teacher fades their support and allows students to tackle personally-defined problems.

Example of Cognitive Apprenticeship Teachers model expert reading strategies, coach students as they attempt to employ them, then fade their support. Students critique and reflect on one another’s summaries.

Impact of Technology on Situated Learning Situated learning occurs in a context where actually doing things is the dominant feature. While this is good for students it can also be expensive, time consuming and even dangerous.

Examples of Technology’s impact Doctors and pilots can be trained using computer simulated environments without the risk of endangering anyone's life. Experiments can also be conducted safely; without the potential damage of equipment or persons.

References Lui, J. Su, Z. (2009, March 1). Situated Cognition/Learning Theory. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Situated_Cognition/Learning_Theory

Situated Cognition & Cognitive Apprenticeships.(nd). Retrieved from http://methodenpool.uni-koeln.de/apprenticeship/cog.pdf

Situated Cognition (Brown, Collins, & Duguid). (nd). Retrieved from http://www.learning-theories.com/situated-cognition-brown-collins-duguid.html

Herrington, J. Oliver, R. (nd). Critical Characteristics of Situated Learning: Implications for the Instructional Design of Multimedia. Retrieved from http://www.ascilite.org.au/conferences/melbourne95/smtu/papers/herrington.pdf