Social and Situated Learning Outcomes: Identify and evaluate key features of social learning theory Identify and evaluate key features of situated learning theory Apply 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)

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

Social Learning Theory Key Terms Observational Learning Modelling Imitation

Research Study Bandura et al. (1961) 2 groups – one control Video Clip http://www.youtube.com/watch?v=8ZXOp5PopIA

Social Learning Theory In groups, think about imitation, modelling & observational learning. What factors/strategies can support social learning? What factors/strategies can act as barriers to social learning?

Model Characteristics Age Gender Status

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

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.

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

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 More emphasis on internal mental states including affective factors and cognition

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 Jean Lave – anthropologist Etienne Wenger – educational theorist

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?

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

Situated Learning in Practice Think of some examples of activities on courses that: are authentic contexts for the subject and involve cooperation.

Principles of Situated Learning 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??

Examples from your practice?? 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??

Examples from your practice?? 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??

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 BUT – communities of practice can be exclusive/oppressive, exhibit power relationships that seriously inhibit entry and participation. Lave and Wenger illustrate their theory on observations of different apprenticeships (Yucatec midwives, Vai and Gola tailors, US Navy quartermasters, meat-cutters, and non-drinking alcoholics in Alcoholics Anonymous). Initially people have to join communities and learn at the periphery. As they become more competent they move more to the ‘centre’ of the particular community. Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process. The domain - more than a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people’ (Wenger, 1999) The community: ‘In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other’ (Wenger, op. cit.) The practice: ‘Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction’ (op. cit.). Relationships, identity and shared interests and repertoire A community of practice involves, thus, much more than the technical knowledge or skill associated with undertaking some task. Members are involved in a set of relationships over time (Lave and Wenger 1991: 98) and communities develop around things that matter to people (Wenger 1999).

Pedagogical Implications Teacher as facilitator NOT transmitter of knowledge Pedagogical Implications “Provide authentic context that reflects the way the knowledge will be used in real-life; Provide authentic activities; Provide access to expert performances and the modelling of processes; Provide multiple roles and perspectives; Support collaborative construction of knowledge; Provide coaching and scaffolding at critical times; Promote reflection to enable abstractions to be formed; Promote articulation to enable tacit knowledge to be made explicit; Provide for integrated assessment of learning within the tasks.” (Herrington and Oliver, 2000)

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. This way of approaching learning is something more than simply ‘learning by doing’ or experiential learning.

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 Deep learning

Situated learning applications 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? KEY IDEA: active participation of students in a real-world or near-real world context for the purpose of learning

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. 

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.

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

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….]