Dr Asim Zia

Assignment: 1
The Situated Learning Theory

Concept of the theory:

The Situated Learning Theory proposes that learning is directly related to the social and
physical context in which it takes place (Cobb & Bowers, 1999). It was developed by
educational theorists Jean Lave and Etienne Wenger. It emphasises how learning is strongly
interconnected with real-world settings, communities, and relevant tasks rather than being a
distinct activity that happens in isolation (Lave & Wenger, 1991). This idea holds that learning
is an active process that involves involvement and participation within a particular setting
(Durning & Artino, 2011).

Description of the theory:

Key Principles of Situated Learning Theory:

• Learning in Authentic Contexts: Learning must take place in relevant real-world contexts,
rather than isolated or abstract exercises, learners participate in tasks and activities that are
similar to real-world situations. This allows learners to recognise the importance and use of
what they are learning (Bell et al., 2013) (Donaldson et al., 2020; Durning & Artino, 2011)

• Communities of Practice: Communities of Practise are groups of people who work together
to learn about a common interest, subject, or competence. Situated Learning Theory
emphasises the importance of social interaction and engagement within these communities.
Learners participate in group activities, watch and copy more experienced members, and
gradually become full members of the community. (O’Brien & Battista, 2020) (Donaldson et
al., 2020)

• Cognitive Apprenticeship: The concept of apprenticeship comes from traditional craft and
trade practices. Learners work closely with more experienced people who act as mentors or
guides. Learners gain information, skills, and problem-solving strategies through modelling,
coaching, and scaffolding. (Bell et al., 2013) (Donaldson et al., 2020)

• Artifacts and Tools: The Theory highlights the significance of tools and artefacts in learning.
Physical objects, such as instruments or equipment, or symbolic tools, such as diagrams,
software, or language, are examples of tools. Learners utilise these tools to help them think,
solve problems, and communicate in the context of their learning activities. (Lave & Wenger,
1991).
Practical application of the theory in the classroom:

• Project-Based Learning:

Implement project-based learning methodologies in which students work on realistic, real-

world projects that challenge them to apply their knowledge and abilities in a relevant
environment.

Example:

The students form groups and are assigned to an area or community that is particularly
affected by dengue. Their goal is to develop and implement a community intervention
programme to promote dengue prevention and treatment.

• Collaborative Learning:

Encourage collaborative learning environments in which students collaborate in groups or

communities of practise.

Example:

Students are divided into small groups and given a medical problem to examine in depth, such
as asthma or hypertension. Each group is responsible for researching the disorder, including
its pathogenesis, clinical symptoms, diagnostic methods, and treatment choices.

• Field Trips and Experiential Learning:

Organise field trips or experiential learning activities that expose students to real-world
settings relevant to their studies. Students can get first hand experiences, develop
connections to theoretical concepts, and understand the practical applications of their study
by immersing themselves in authentic surroundings.

• Authentic Assessments:

Move away from purely traditional examinations (such as tests and quizzes) and integrate
authentic assessments that mimic real-world work. Students, for example, may create
presentations, portfolios, or projects that demonstrate their understanding and application of
knowledge in a practical manner.

Limitation of the theory

Situated Learning Theory, like any educational theory, has some limitations. Here are a few
commonly discussed limitations:
1. Limited Generalizability:

Situated Learning Theory emphasises the relevance of learning in specific circumstances,

which might make it difficult to generalise acquired information and skills to different
contexts. While learners may build competence in a specific situation, transferring that
experience to new conditions or domains may necessitate additional help and scaffolding.
(Billett, 1995).

2. Lack of Individualization:

Situated Learning Theory emphasises on social interactions and involvement within a

community of practise, which may ignore individual learners' particular requirements and
learning styles. Some learners may require individualised training or other methods to
effectively understand and apply knowledge.(Kakavelakis & Edwards, 2012) (Billett, 1995).
 Activity theory
Concept of the theory:
Activity Theory is a theoretical framework developed by Russian psychologist Lev Vygotsky
and his colleagues in the early 20th century.

According to Activity Theory, learning is seen as a process of participating in activities that are
meaningful to the learner. These activities are shaped by the individual's social and cultural
context, as well as their personal goals and motivations. The theory suggests that individuals
learn best when they are engaged in activities that are challenging but achievable, and when
they receive feedback and support from others (Arnseth, 2008).

Description of the theory:

Activity Theory emphasises the role of collaboration and social interaction in learning and
provides a framework for understanding how individuals learn within their social and
cultural environments. It emphasises the significance of meaningful activities, teamwork,
and social contact in shaping an individual's learning experience (Arnseth, 2008).

The theory emphasizes on the following aspects of learning:

1. Activity:

The term "activity" refers to intentional human behaviours performed within a specific
context. It includes both individual acts and the social and cultural factors that form and
impact those activities. Activities are viewed as complex and interrelated systems comprising
a variety of people, tools, and artefacts (Jones, 2014).

2. Subject-Object Relationship:

Activity theory recognizes the interplay between subjects (individuals or groups) and objects
(goals, tasks, or outcomes). Subjects engage in activities to achieve certain objectives, and
objects serve as the target or focus of their actions. Objects can be tangible (e.g., physical
tools) or abstract (e.g., knowledge, skills, or social norms) (Jones, 2014).

3. Mediation:

Activity theory emphasizes the role of mediation in human activity. Mediation refers to the
tools, signs, and cultural artifacts that people use to interact with and understand the world.
These mediational means, which can be physical or symbolic, influence how individuals
perceive, think, and act within activities (Engeström & Pyörälä, 2021).

4. Levels of Activity:

Activity theory suggests that activities can be analyzed at different levels of complexity. At the
individual level, actions and operations refer to the specific behaviors and mental processes
of individuals. At the collective level, activities involve collaborative efforts and shared goals
among individuals within a social group or community. At the societal level, activities are
influenced by broader cultural, historical, and institutional factors (Engeström & Pyörälä,
2021).
 5. Contradictions and Transformations:

Activity theory recognizes that activities are dynamic and can give rise to contradictions or
conflicts. Contradictions can arise from competing goals, differing viewpoints, or
discrepancies between individual and societal norms. These contradictions can drive
transformative processes, leading to changes in the activity system and the development of
new forms of activity (Arnseth, 2008).

Practical applications of the theory in the classroom:

In educational settings, activity theory supports a sociocultural perspective on learning,

emphasizing the importance of collaborative and meaningful activities in knowledge
construction. It emphasizes the role of scaffolding, social interaction, and the use of tools and
artifacts in supporting learning and development (Engeström & Pyörälä, 2021).

• Problem-Based Learning:

PBL is an educational strategy that is consistent with the concept of action in undergraduate
medical education. PBL entails presenting students with real-world clinical scenarios or
problems and directing them through a collaborative problem-solving and learning process.

• Clinical Skills Training with Simulated Patients:

Clinical skills training is essential in undergraduate medical education for preparing students
for real-world patient interactions. Simulated patients (SPs) are people who have been trained
to act out certain medical scenarios, allowing students to practise their clinical abilities in a
controlled and safe setting. This scenario exemplifies the subject-object interaction, an
important notion in Activity theory.

• Interactive Online Learning Modules with Multimedia Resources:

To improve students' learning experiences, interactive online learning modules can be

created. For example, a module on cardiovascular anatomy and physiology could incorporate
3D animations of the heart's pumping mechanism or interactive quizzes to reinforce learning.

• Virtual Patient Simulations:

One method to put this concept into practise is to use virtual patient simulations. These
simulations are computer-based programmes that simulate real-world patient settings,
allowing learners to participate in interactive and realistic clinical encounters.

Educators can construct successful learning tools for medical students by designing virtual
patient simulations with careful consideration to the concepts of user-centred design,
affordances, and cognitive support.
Limitation of the theory
While Activity Theory provides a significant framework for understanding human activity and
learning in complex social situations, it has several limitations in its application.

One limitation is that putting Activity Theory into practise can be challenging, especially in
complex and dynamic settings like classrooms or workplaces. Another shortcoming of Activity
Theory is that it concntrates on studying existing activity systems rather than proposing new
systems or treatments. (Roth & Lee, 2007). Furthermore, some critics argue that Activity
Theory overemphasises the role of tools and artefacts in shaping human conduct, at the
expense of other important factors such as individual choice and motivation. (Engeström &
Pyörälä, 2021).
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