Figure 2. 10
2.10 Experiential and Situated Learning Relationships
Note: Adapted from How We Learn by K. Illeris, p 223. Copyright 2007 by Roskilde University Press.
Situated Learning. The theory of situated learning was established by Lave and
Wenger (1991). The premise of situated learning is the learner and environment dynamic
(Illeris, 2007). This theory situates learning in the context of participant experiences in
society (Wenger, 2009). Rooted in a pragmatic orientation, learning must be related to a
particular context (Tyre & von Hippel, 1997). It is through socialization that the learning
of knowledgeable skills transpires (Lave & Wenger, 1991). Engaging in learning-centric
social practices is what Lave and Wenger (1991) termed as legitimate peripheral
participation. Situations increase learner cognizance of surroundings, social roles, and
expectations that in turn modify learning behaviors and attitudes (Day & Zaccaro, 2004;
Merriam et al., 2007; Yeo & Gold, 2012). “A learning curriculum is essentially situated.
ExperientialLearning Situated
Learning