Situated cognition theory proposes that learning is a social process that occurs within authentic contexts through participation and collaboration. It represents a shift from traditional views of learning as an individual process, to one that is social and emergent. Core concepts include that knowledge and skills are inextricably linked to the activities in which they are used, and that learning involves social interactions and engagement within a community of practice. Examples of apprenticeship models illustrate how novice learners progress by observing and participating in authentic tasks alongside experts.

2. KEYWORDS
Authentic Learning , Environment,
Skill, Cognitive Apprenticeship,
Trajectory, Culture, Everyday
Learning, Social Interaction,
Communities of Practice, Legitimate
Peripheral Participation,

3. INTRODUCTION
Emerged from anthropology, sociology, and cognitive
science.
Represents a major shift in learning theory from traditional
psychological views of learning as mechanistic and
individualistic, and moves toward perspectives of learning as
emergent and social (Greeno, 1998; Lave & Wenger, 1991;
Salomon, 1996).

4. INTRODUCTION
Core Concept
• knowledge and practical activity are inseparable
• teach concepts to students in contexts that they
are familiar with and will be applying to.
• learning involves the community and relies on its
social network within

5. INTRODUCTION
• 1980-90 emerged during Constructionism that
suggested that learning is based on
construction of knowledge through active
participation rather than engaging in learning
activities
• Disputed early theories that learning was done
individually and independently
• Learning takes place in a social situation with
other people thus the theory of situated
learning is born

6. SO WHAT IS SITUATED COGNITION?
- A Theory which emphasizes that people’s knowledge is
constructed within and linked to the activity, content and
culture it was learned.
- Learning is social and not isolated, people learn while
interacting with each other through shared activities and
language Knowledge SHARING
Brown, Collins & Duguid
• Learning is not intentional but happens as a function of
its surroundings
• Attention moves away from individual and focused on the
setting and the people.

7. LEARNING PARTICIPATION
Wenger (1998) visualizes learning as
participation in three levels:
Individuals – a member that participates and
learns within the community of Practice
Communities – improves the practice of the
community and welcomes new comers
Organizations –an organization being effective
through nourishing and supporting the
interconnected communities of practice.

8. SO WHAT IS SITUATED COGNITION
- It’s a social & Situated activity
- We learn by doing what experts in the
field do
- Knowledge remains Inactive if we
separate learning from doing
- Knowledge is lived practice
- Learning involves in participating in the
COMMUNITY OF PRACTICE

9. COMMUNITY OF PRACTICE
Groups of people who show a concern or
passion for something they do and learn how
to do it better as they interact regularly -
Wenger
Knowledge sharing involves extensive time
and continuous interaction

10. Examples
• Design Community
• Kitchen Community
• Nursing Community
Scaffolding
Scaffolding
Scaffolding

11. VAI & GOLA TAILORS OF LIBERIA
In western Africa apprentice tailors have access to rich steps
are structured, apprentices learn to sew by hand, and then with
machines, and to press clothes. Apprentices often complete
these steps in reverse, learning the finishing stages of a
garment, then how to sew it, and then how to cut it out.
Apprentices often have a “way in” before they practice,
observing and attempting to create an approximation of the
garment before they and sustained opportunities to observe
master tailors.
Production (Authentic Learning) is actually practice making the
garment

12. VAI & GOLA TAILORS OF LIBERIA
Through observation of these
Liberian tailors, knowing and
learning had to be
understood as situated in
the activities and trajectories
of the apprentices whose
new skills are a part of
becoming tailors - Wenger

13. EXAMPLES
Traditional wood carvers of Temerloh
• Community Industry
• Handing down of skill through apprenticeship
• Not only make but understand aquired skill (trajectory

14. ADVANTAGES
• Fully engages participants & gives
meaning to knowledge being acquired
• Knowledge value is out of necessity
• Efficient, affective way to handle
unstructured problems, means to
maintain long term organizational
memory.

15. DISADVANTAGES
• Not feasible for public schooling due to
• Time Constraints
• Lack interactions in authentic activities
• Works in social context where
experience and knowledge is shared in
a community

16. CONCLUSION
• This theory has helped researchers understand
more widely about how people learn because it
has focused on what people learn in their
everyday lives which are authentic contexts for
a variety of skills.
• It helps educators/mentors understand how to
capitalize on knowledge and skills that their
students/apprentice may already possess in
order to help them learn new content and skills.

17. SUMMARY