There’s only so much we gain from reading books and watching videos.
After all, we don’t learn to swim, cook, or ride a bike this way. We learn these skills through practical application and practice.
In essence, this is situated learning – where theory meets practice, and real understanding begins. It’s the difference between simply knowing a recipe and being a chef.
What is situated learning theory?
Developed in the 90s, situated learning theory is a concept that emphasizes the role of context within the learning process.
Jean Lave and Etienne Wenger, two thought leaders in the field of social learning, theorized that learning is most effective when it takes place during authentic, real-world activities.
And, when you think about it, it makes perfect sense!
Let’s go back to our cooking example. if you watch a video about how to make a beef wellington, do you really know and understand how to do it?
Probably not.
You may gain some basic understanding of what you need to do, but it’s not the same as actually making the beef wellington yourself. But there’s more! What would be even more effective, is making it yourself under the watchful eye and guidance of a professional chef.
This approach bridges the gap between theory and practice and allows learners to engage with the subject in a way that reflects how it will be used in real life.
Why situated learning is so powerful (It’s all about context)
Without context, it’s difficult to grasp how or even why the knowledge should be applied. This is the issue often found with theoretical learning – it lacks context, which makes it easy to forget.
Placing a learner in a real-world situation or experience gives meaningful context to what they are learning. This immersion makes the knowledge stick because they experience how to use the skills in a realistic setting.
Encourages critical thinking
Because learners are often solving real-world problems, they are encouraged to think critically and adapt their knowledge as situations evolve.
For example, the theory of diagnosing a patient is, on paper, very straightforward. But what it doesn’t explain is what you should do if the patient gets very distressed or uncooperative.
In this scenario, the individual is forced to think on their feet and work out how to calm the patient and complete their diagnosis.
Developing this ability to react and adjust to unexpected challenges helps learners develop problem-solving skills that go beyond just following the steps laid out in theory (which rarely reflect real life).
Real-world experience
Through situated learning, students get to experience real-world scenarios in a safe environment. And “safe” is the key word here.
Rather than being let loose into the world alone, learners are closely supervised and observed to ensure they are applying their knowledge correctly. Experienced individuals guide the learners and correct their path if they start straying off it.
Simulations and scenarios that mirror real life also provide a risk-free environment where learners can practice their skills without fear of making harmful mistakes.
Is situated learning suitable for all learning experiences?
Not really, no.
In many cases, situated learning needs to happen after a foundation of theoretical knowledge has been built.
Driving lessons are a good example of this. The act of driving on the road is a situated learning experience. However, you don’t just jump into a car and hit the gas. First, you must learn the theory. How the car works, what the road signs mean, safe stopping distances, etc.
To head straight into practical application would be dangerous.
Let’s also keep in mind that situated learning is often resource intensive. It requires experts to learn from and real-life situations to engage in. This can be challenging in terms of cost, logistics, and availability.
For subjects where this isn’t possible, situated learning may not be a practical approach
So, what is situated learning best for?
Situated learning is most effective in contexts where hands-on practice is key.
This makes it particularly suitable for vocational training, professional development, collaborative work, and fields like healthcare, education, engineering, and the creative arts.
Internships and apprenticeships are two excellent examples of where situated learning works best:
- An intern at a large organization will typically be assigned a mentor and learning takes place through practical involvement in workplace activities.
- An apprentice at a garage will learn by directly engaging in hands-on tasks guided by an experienced professional.
How to apply situated learning to instructional design
According to the 1993 report “Instructional Design for Situated Learning” by Michael F Young, there are four critical steps for implementing situated learning into training.
Step 1: Select realistic, problem-centered activities
Your first job is to find appropriate authentic contexts that allow learners to apply the knowledge or skills they need to master.
This is the stage that requires a lot of investigation and research because you must ensure that the contexts are fully relevant to the learning experience.
How to do it?
- Study current trends, practices, and common challenges experienced in the field.
- Consult with subject matter experts and professionals.
- Analyze existing case studies from the relevant field.
- Observe professionals in action.
- Review professional standards or certification requirements and use the guidelines to ensure that the tasks align with what is expected in real-world roles.
Step 2: Provide scaffolding for learners
Once you have selected the appropriate contexts, you must determine how learners can operate within them while still permitting the experts to work within the same situation.
In other words, your learners can’t disrupt the usual workflows or processes that take place within the setting.
Let’s take an internship in a busy office, for example. The intern must observe and learn from ongoing operations without interfering with the daily tasks of the office staff.
To achieve this, the intern could be given smaller, non-disruptive tasks that still allow them to participate, such as shadowing meetings, handling simple projects, or reviewing documentation.
This approach still provides the required hands-on experience, however, the experts can continue performing their usual duties while still providing guidance when needed.
Your job at this point falls into the role of coach. You’re there to provide a level of support appropriate for the learner’s current skill level.
As the learner advances their skills and grows in confidence, you reduce your support accordingly. Eventually, the learner gains enough experience to be capable of performing the tasks alone.
Step 3: Encourage collaboration and reflection
Giving learners space to reflect on their performance is crucial because it provides the opportunity to think critically about how they handled the situation, what they’ve learned, and what they will change for the next time.
If there is a group of learners, get them to reflect together since this encourages the sharing of ideas and different ways of approaching challenges.
Experts should also track the learner’s progress and assess their abilities. Then, they can collaborate with students to determine which skills need further development or practice.
Step 4: Assessment
The final step is to define the role and nature of assessment by developing appropriate methods to evaluate performance.
In most cases, assessment is going to involve some kind of practical demonstration of the learner’s abilities. This will either take place in a live setting or as a showcase of work that has already been completed.
Some examples of situated learning assessment include:
- Performance-based assessments: Where learners are asked to complete complex exercises without guidance.
- Portfolio assessments: Learners create portfolios that showcase their work over time, which can include reflections, projects, and problem-solving activities.
- Peer assessment: Learners provide feedback on each other’s work, discuss problem-solving strategies, and reflect on group tasks.
- Expert observation: Mentors or experts observe learners as they perform tasks in real or simulated settings. They assess not only the outcome but also the process, such as decision-making and problem-solving strategies.
The challenge of situated learning in a virtual environment
In a world where much of our learning takes place online, creating an authentic experience is challenging.
Besides missing out on social interactions and real-time problem-solving, the lack of immersion can make students feel less engaged or inclined to take it seriously.
To address this challenge, instructional designers can integrate strategies that replicate the principles of situated learning in virtual spaces:
- Facilitate role-playing: Role-playing activities mimic real-world tasks and scenarios, allowing learners to practice controlled environments without fear of failure. For example, learners can take on roles like nurses or customer service agents and engage with scenarios they are likely to face in their field.
- Introduce problem-solving activities: Offering complex, open-ended problems for learners to solve encourages individuals to apply their knowledge in new and meaningful ways.
- Use lifelike scenarios: Realistic and interactive storytelling allows students to explore different perspectives and outcomes. By using “branching,” the outcome of the scenario is determined by the learner’s choices.
Leverage technology
Technology is your best friend here and you should explore the possibilities that can bring your situated learning experiences to life.
For instance, tools like Simul8 provide virtual scenarios that mirror real-world challenges. And, software like Twine lets you create lifelike scenarios where learners make decisions and experience consequences.
Even simple collaborative tools like Google Docs and virtual whiteboards can be effective for group work and problem-solving.
Final thoughts
Situated learning is incredibly effective and while it’s not suitable for all learning situations, in the right setting, it provides students with a much deeper understanding of the material.
Hopefully, you now have a good grasp on how situated learning bridges the gap between theory and practical application. And you can now look for ways to apply it to your learning initiatives.
By Janette Bonnet
Janette Bonnet is an experienced L&D professional who is passionate about exploring instructional design techniques, trends, and innovations.