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What is situational learning?

Situational learning is an umbrella term for a number of methodologies including simulations, case studies, scenario based learning and online role plays.

These methodologies put learners (working individually or in groups) into a situation where they face a sequence of concrete, real life problems. To solve these, they must make decisions and deal with the consequences as they continue to try to reach a satisfactory outcome.

Content or learning aids are supplied / referred to as needed. The online learning environment is particularly conducive to situational learning and new technologies (eg images, sound, access to email or mobile technologies) can be used to boost engagement and immersion in the story.

Support features such as discussion boards and facilitated sessions (face to face or online in live classrooms) are incorporated to encourage learners to reflect on what has been happening, what they have been experiencing and what they have been learning.

Why is this approach valuable?

There has been a lot of discussion in recent years about the emergence of new generations of learners X, Y & Z who are disengaged from traditional approaches to teaching and learning.

Learners today (and not only the young ones) are looking for approaches that are:

• engaging and interactive
• use the new technologies
• relevant and mirror real life
• efficient
• allow them to use what they know and focus their time and energy on what they need to know.

Situational approaches satisfies these criteria.

Teaching staff too are searching for approaches that will:

• engage their learners
• build the graduate attributes demanded by employers today.

These include:

• the ability to locate analyse and synthesise information from a wide variety of sources in a planned and timely manner
• the ability to apply effective, creative and innovative solutions both independently and collaboratively to current and future problems
• skills in interpersonal understanding, teamwork and communication,
• proficiency in the appropriate use of contemporary technology
• the ability to take a leadership role
• an awareness of ethical, social and cultural issues and their importance in the exercise of professional skills and responsibilities.

Situational approaches suit these criteria too. They also have the potential to enable interactions across disciplines. This is powerful because it mirrors the reality of the working environments graduates will face and prepares them to appreciate a range of perspectives and work in multi-disciplinary teams.

For more on situational learning

http://www.adelaide.edu.au/clpd/online/current/sitlearn/ 

Examples