Situated Constructivism

The Pedagogical Inspiration

I deeply admire the situated constructivist pedagogy as a way of learning. It gives me a framework—a checklist to ensure that the learning is beneficial to the learner. I might have just put these terms together by myself. This combination was inspired by my very own educational experience. During my master’s at Harvard Graduate School of Education, I got the tools to reflect on my learning journey; I was now able to use theories to name what I had been through and what I did not experience.

Many Nepali learners, even today, memorize codes for their computer science tests. They also learn theories without getting to see how they were somewhat in practice hundreds of years ago during the Industrial Revolution. This nature of education is outdated and provides less comparative value to a learner compared to situated constructivism.

Situated Constructivism Defined

Situated constructivism is a learning theory that emphasizes the importance of context and social interactions in the learning process. It combines elements of constructivism—which asserts that learners construct their own understanding and knowledge of the world through experiences and reflecting on those experiences—with the principle that learning takes place most effectively when it is embedded in a real-world context and activity.

Situated constructivism argues that knowledge is not just passively absorbed but actively constructed within a specific context, and it often occurs through collaboration and social interaction. This approach highlights the significance of engaging learners in authentic tasks that reflect the complexities of the real world.

Example: "Making Kathmandu Breathable" Course

Making Kathmandu Breathable, for Nepali students, aims to address and encourage solutions for air pollution in Kathmandu using a situated constructivist approach.

Authentic Context

Real-World Problem: The course is framed around the real and pressing issue of air pollution in Kathmandu, making the learning highly relevant and meaningful to the students.
Local Relevance: Students are more engaged as the issue directly affects their health, well-being, and community.

Essentials I Focus On

Situated constructivist pedagogy focuses on creating learning environments that are authentic, context-rich, and socially interactive. Here are some essential instructional moves to incorporate into a situated constructivist approach:

Contextualization

Design learning experiences that are embedded in authentic, real-world contexts relevant to the learners’ lives.
Use local issues, problems, or cases as the basis for lessons and projects, ensuring that students can connect what they learn to their communities and personal experiences.

Authentic Tasks

Develop tasks that mirror the complexity of real-world challenges, engaging students in problem-solving, critical thinking, and decision-making processes.
Ensure tasks require the application of knowledge and skills in meaningful ways, such as through projects, simulations, or fieldwork.

Collaboration and Social Interaction

Foster a collaborative learning environment where students work in teams to explore concepts, share ideas, and construct knowledge collectively.
Encourage dialogue, discussion, and debate to promote deeper understanding and reflection.

Scaffolding and Support

Provide appropriate support to guide students through complex tasks, gradually removing this support as they gain confidence and expertise.
Use questioning techniques to challenge students’ thinking and help them make connections between new and existing knowledge.

Facilitation Over Direct Instruction

Act as a facilitator rather than a traditional instructor, guiding students’ exploration and learning rather than delivering information through lectures.
Encourage student-led inquiry and autonomy, allowing learners to take ownership of their learning processes.

Reflection and Metacognition

Incorporate opportunities for students to reflect on their learning experiences, processes, and outcomes
Encourage metacognitive practices where students think about how they learn and develop strategies to improve their learning processes.

Use of Tools and Resources

Leverage technological tools, resources, and materials that support real-world inquiry and exploration.
Incorporate digital platforms for collaboration, data analysis, and presentation, enhancing students’ technological competencies.

Assessment as Learning

Use assessment methods that reflect real-world evaluation, such as presentations, reports, or portfolios.
View assessment as an integral part of the learning process, offering formative feedback that helps students grow and develop.

Connection to Community

Build connections with community stakeholders, such as local organizations, experts, or policymakers, to enrich learning experiences and provide real-world feedback.

Cultural Relevance

Ensure that the content is culturally relevant and sensitive, respecting and incorporating students’ cultural backgrounds and perspectives.

Situated Constructivism in Action

Instructors, along with learning designers (LDs), design courses that are true to learners—i.e., the subject matter experts (SMEs) learn with the students and chase students’ interests.

The teaching team (TT) provides the literature of the subject matter and co-creates project possibilities with them.
The lab provides partnerships in the industry for the TT to bring in real-time projects.