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SituatedLearning
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by PBworks 16 years, 1 month ago
Jean Lave
Situated Learning
Jean Lave is a social anthropologist whose interest in social theory focuses upon learners and educational institutions in terms of social practice (Smith). Along with Etienne Wenger, a teacher with a Ph.D. in artificial intelligence, Lave developed the idea of “situated learning.” Situated learning “is a general theory of knowledge acquisition…it has been applied in the context of technology-based learning activities for schools that focus on problem-solving skills” (Cognition & Technology Group at Vanderbilt, 1993). Lave “argues that learning as it normally occurs is a function of the activity, context and culture in which it occurs (i.e., it is situated)…and that social interaction is a critical component of situated learning –learners become involved in a ‘community of practice’” (Kearsley, 2008). The principle concepts of the strategy include that “knowledge needs to be presented in an authentic context, i.e., settings and applications that would normally involve that knowledge and that learning require social interaction and collaboration” (Kearsley, 2008).
The central defining characteristics include a process called “legitimate peripheral participation, which means learners participate in a community of practitioners” (Lave and Wenger, 1991). In other words, we learn by doing. The interaction we have with one another enables us to learn through observation and through socialization. Our peripheral observation draws us closer to the heart of what is taking place and thus we acquire newfound knowledge without formal instruction. For example, the child who observes the older sibling playing baseball learns the basic rules of the game without formal instruction. Other applications of situated learning include learning a language by immersion which is considered to be easier that by learning out of textbooks and a vocabulary list (Oliver, 1999). Babies learn languages through acquisition. We acquire our primary language through constant exposure.
According to Lave, “most learning occurs naturally through activities, contexts and cultures” (Oliver, 1999). When educators present information to students, they have a tendency to “abstract learning, ‘unsituate’ it, and teach concepts that are removed from natural context and applications” (Oliver, 1999). A better approach would include “apprentice-like situations” where students could learn from experts such as sculptors, painters, doctors and architects” (Oliver, 1999). This hands-on approach would change the course of secondary education in the traditional precept. While there are schools that do advocate a ‘hands-on” approach in the curriculum, teachers in today’s classroom needs to change his approach from instructor to demonstrator and facilitator of new ideas to their students.
Works Cited:
Kearsley, Greg (2008). Constructivist Theory (J. Bruner). Retrieved January 21, 2008, from Explorations in Learning & Instruction: Web site: http://tip.psychology.org/bruner.html
Kearsley, Greg (2008). Situated Learning (J. Lave). Retrieved January 21, 2008, from Explorations in Learning & Instruction: the Theory Into Practice Database Web site: http://tip.psychology.org/lave.html
Lave, Jean, and Etienne Wenger. Situated Learning; Legitimate Peripheral Participation. Cambridge: Cambridge UP, 1991. 16 Jan. 2008 <http://www.amazon.com/Situated-Learning-Participation-Computational-Perspectives/dp/0521423740>.
Other Sources:
Lave & Wenger: Situated Learning
SituatedLearning
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