SOCIAL AND SITUATED LEARNING Outcomes:Identify and evaluate key features of social learning theoryIdentify and evaluate key features of situated learning theoryApply these theories to own practice

Social learning theory

“Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behaviour is learned observationally through modelling: from observing others one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action.”

(Bandura, A. Social Learning Theory, 1977: 22)

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Social learning theory: general principles

People learn by observing the behaviours of others and the outcome of those behaviours

Learning can occur without changes in behaviour – cf. behaviourists - learning must be represented by a permanent change in behaviour.

Cognition has a role in learning- awareness and expectations of future reinforcements or punishments have an impact on behaviours people exhibit

Social learning theory - bridge between behaviourist learning theories and cognitive theories

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Social Learning Theory

Key Terms

Observational Learning

Modelling Imitation

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Research Study

Bandura et al. (1961) 2 groups – one

control Video Clip

http://www.youtube.com/watch?v=8ZXOp5PopIA

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Social Learning Theory

In groups, think about imitation, modelling & observational learning.

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What factors/strategies can support social

learning?

Whatfactors/strategies

can act as barriers to social learning?

Model Characteristics

Age

Gender

Status

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Conditions for Social Learning

Attention - person must first pay attention to the model Retention - observer must be able to remember what is observed Reproduction - ability to replicate behaviours the

model demonstrates Motivation - learners must want to demonstrate what they have learned

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In the classroom…

How you could use some of the insights in social learning theory in your practice?

Discuss in groups how learning through modelling and observing may play a role in your subject area.

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Educational Implications

• Students learn a great deal just by observing others.• Describing consequences of good behaviour can

reinforce it.• Modelling is generally faster than shaping (operant

conditioning) – if the 4 conditions are met: attention, retention, reproduction and motivation

• Teachers should expose students to a variety of models – to break down stereotypes

• Students must believe that they are capable of accomplishing a task - develop a sense of self-efficacy for students through, e.g. confidence-building messages, watching others be successful, and experiencing success

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Social Learning Theory vs. Behaviourism

Behaviourists first examined how people learned through observation.

Bandura – included interaction and cognitive processes

Observation leads to understanding of consequences of other’s behaviour

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Situated Learning Theory

Emerged in late 1980s-1990s Lave and Wenger (1991)

Builds on other theories Bandura’s social learning theory (modelling) Vygotsky’s constructivism (scaffolding and fading) Dewey, Knowles, Kolb

Has characteristics of principles of adult education (andragogy) problem-based learning experiential learning

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Situated Learning

Traditional learning occurs from abstract, out of context experiences such as lectures and books.

Situated learning suggests that learning takes place: through the relationships between people

and through connecting prior knowledge with authentic, often

contextual learning.

How does this relate to the acquisition vs. participation metaphors of learning?

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Learning together??

What different answers would we get if the blind people worked together?!

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Situated Learning in PracticeThink of some examples of activities on courses that:

a)are authentic contexts for the subject and

a)involve cooperation.

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Principles of Situated Learning

1. CONTENT

- emphasises higher-order thinking processes rather than the acquisition of facts

- content situated in learner's daily experiences becomes the means to engage in reflective thinking

- application rather than retention is the goal of learning

Examples from your practice??

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2. CONTEXT

Learning is best in context - build an instructional environment sensitive to the tasks learners must complete to be successful in practice.

Examples from your practice??

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3. PARTICIPATION- interchange of ideas, attempts at problem solving, and

active engagement of learners with each other and with the materials of instruction

- learning occurs in a social setting through dialogue with others in the community

- learning becomes a process of reflecting, interpreting, and negotiating meaning among the participants of a community.

Examples from your practice??

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4. COMMUNITIES OF PRACTICE

- Learning is acquired in communities of practice.

- We may start on the periphery of these (e.g. as a apprentice) and gradually move to the centre as we acquire skills and knowledge.

https://www.youtube.com/watch?v=63rQ3S8EHoA - Wenger on communities of practice

Pedagogical Implications

1. “Provide authentic context that reflects the way the knowledge will be used in real-life;

2. Provide authentic activities;3. Provide access to expert performances and the

modelling of processes;4. Provide multiple roles and perspectives;5. Support collaborative construction of knowledge;6. Provide coaching and scaffolding at critical times;7. Promote reflection to enable abstractions to be formed;8. Promote articulation to enable tacit knowledge to be

made explicit;9. Provide for integrated assessment of learning within

the tasks.”(Herrington and Oliver, 2000)

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Teacher as facilitator NOTtransmitter of knowledge

Examples of Situated Learning Activities

Field trips where students actively participate in an unfamiliar environment

Cooperative education/work experience in which students are immersed and physically active in an actual work environment

Music and sports orchestras, studios, training facilities Vocational settings, e.g. laboratories and workshops used

as classrooms in which students are involved in activities which replicate actual work settings. Students are actively involved in addressing real world problems.

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Situated Learning: A Summary

Emphasises higher order thinking rather than

the acquisition of facts Encourages reflection on learning Focuses on application rather than retention Places learners ‘in the experience’ Enhances employability Stresses that learning occurs through dialogue

with others in a community of practice

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Deep learning

Situated learning applications

KEY IDEA:

active participation of

students in a real-

world or near-real

world context for the

purpose of learning

Colleges Mathematics, language, science and ???

Social settings Community committees, sports, leisure

Vocational and educational settings Apprenticeship, mentoring, coaching Master-apprentice relationships

Work and professional settings Professional bodies

Can you add to this list?

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And finally...

Learning occurs in the relationships between people. 

Educators should work so that people can become participants in communities of practice.

  There is an intimate connection between

knowledge and activity. 

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Social & situated learning activities

Pick a subject/topic and devise an assessment/activity that follows the principles of either social or situated learning (or both).

Discuss this with your group.

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References

Anderson, J.R., Reder, L.M. and Simon, H.A. (1996). Situated Learning and Education. Educational Researcher. 25 (4) pp. 5 – 11.

Bandura, A. (1976) Social Learning Theory Englewood, NJ: Prentice-Hall Brown, J.S., Collins, A. and Duguid, P. (1989). Situated cognition and the culture of

learning. Educational Researcher. 18 (1) pp. 32 – 42. Herrington, J. and Herrington, A. (1998). Authentic assessment and multimedia: how

university students respond to a model of authentic assessment. Higher Education Research and Development. 17 (3) pp. 305 – 322.

Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation, Cambridge: CUP 

Stein, D. (1998). Situated learning in adult education. ERIC Digest no. 195. http://www.eric.ed.gov/

Wenger, E. (1997) Communities of Practice: Learning, Meaning, and Identity Cambridge: CUP

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Applying the -isms

Work in pairs.

Prepare and present a takes or activity for a group you teach.

Explain the learning theories that underpin the activity.

[Flipchart and pens are available….]

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