In the Forward to Situated Learning, William Hanks notes that the concepts explored in the book challenge basic conceptions about learning. Rather than defining it as the acquisition of propositional knowledge, Lave and Wenger situate learning in certain forms of social coparticipation. Described in this way, learning becomes the shared result of participation between learners of various skill levels in an authentic context. In Chapter 1, Lave and Wenger describe the origin of their approach to situated learning, and define the key concepts that they will echo throughout the book. LPP is indivisible because these three concepts define social life. My response.
This article or chapter is incomplete and its contents need further attention. Some information may be missing or may be wrong, spelling and grammar may have to be improved, use your judgment! Situated learning like socio-constructivism refers either to families of learning theories or pedagogic strategies. It is closely related to socio-culturalism and distributed cognition and probably identical to cognitive apprenticeship. For Brown, Collins and Duguid knowledge is a set of tools that need a context in order to be used and made explicit. The way in which knowledge will be used to solve a problem will be determined by the culture and the environment that encompasses an activity.
At its simplest, situated learning is learning that takes place in the same context in which it is applied. In Chapter 1, Wenger outlines his realization that the role of apprenticeship in learning needs to be reexamined. This reexamining of the importance of apprenticeship seems particularly important to what we are thinking about in this class because it is a practice that we are using as interns in the 30 space. This is very different from the way that learning in school has been set up in my experience as a student. According to Wenger, learning implies a link to a social group because learning occurs when the learner participates in what is referred to as a community of practice. This seems to suggest that the more fully the learner participates in the community, the more the community is shaped by the learner.
Learning viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral participation. By this we mean to draw attention to the point that learners inevitably participate in communities of practitioners and that the mastery of knowledge requires newcomers to move toward full participation in the sociocultural practices of a community. It concerns the process by which newcomers become part of a community of practice. This social process includes, indeed it subsumes, the learning of knowledgeable skills …. Thus, analysis of school learning as situated requires a multilayered view of how knowing and learning are part of social practice … [P]ervasive claims concerning the sources of the effectiveness of schooling teaching, in the specialization of schooling in changing persons, in the special modes of inculcation for which schools are known stand in contradiction with the situated perspective we have adopted. All this have meant that our discussions of schooling were often contrastive, even oppositional ….