Learning by Doing

What do watching a TED Talk, researching how to feed a sourdough starter, listening to your parents book your doctor’s appointment for the twelfth time, mimicking your sibling’s every move, and getting lost in home renovation content on Instagram or TikTok all have in common? If you guessed that they are classic markers of adulting in your 20s to mid-30s in America, you would be right. But beyond that, they are all tied together by one core activity: learning.

Learning is the process of gaining new understanding, knowledge, behaviors, skills, values, attitudes, and preferences (Gross, R. 2022). It is not a new concept, nor is it confined to any one age group, nationality, demographic, or skill set—whether neurodiverse or neurotypical. It is something that can happen at any time. And most importantly, learning requires more than a single line of thinking. My theory of learning is designed to showcase various methods of learning that, when combined, can create a more holistic and impactful learning experience. By integrating diverse approaches this theory emphasizes that learning is not one-size-fits-all. Humans are unique individuals shaped by diverse backgrounds, beliefs, cultures, socioeconomic statuses, family structures, and regions. Each carries hidden histories that may never be fully known to others. They bring these layers into every moment of learning, making it as complex and varied as the people themselves.

The situative perspective of learning consistently serves as a foundational model for how learning unfolds across ages and stages. It states that learning and cognition are not isolated processes occurring within an individual's mind, but are deeply intertwined with the physical and social contexts in which they occur (Putnam & Borko, 2000). This is evident in language learning, which can occur in many forms—whether as a first language from birth, a second language in childhood, or as an additional language later in life. This flexibility highlights how learning can and should take on various forms to suit the learner's context. Flashcards, for instance, support language learning through operant conditioning, reinforcing vocabulary through repetition. Duolingo gamifies language acquisition, showing how technology can enhance engagement. According to Sociocultural Theory, pairing students or using small groups based on ability levels can facilitate learning through social interactions. All of this is possible thanks to our brain’s neuroplasticity and its ongoing capacity to form new connections.

 From a young age, situated learning is also evident when a child is being potty trained or learning to ride a bike. For a teenager, an example of situated learning unfolds as they learn to drive. For adults, it emerges when starting a new job, as orientation and training immerse them in the culture, tasks, and tools of their role. In each case, learning is rooted in authentic, situational experiences that make the knowledge practical and relevant.

For example, when a family friend of mine was potty-training their son, a teacher suggested a routine: placing him on the potty each morning, before and after meals, and every hour or so. The idea was that, eventually, he would use the bathroom during one of these times, creating a direct opportunity for praise. This approach combines two learning theories. First, the situative perspective: by consistently placing the child in the authentic context, he could understand where the desired behavior should happen. Second, it draws from Operant Conditioning theory: using continuous reinforcement in these initial stages allowed the child to form a strong association with the desired behavior (BrainPsychLopedia, 2023). 

For a teenager learning to drive, most states require a two-part test: a written knowledge test followed by a driving test. Like many educational systems, this structure incorporates what Paulo Freire would call the “banking” method of education, where teachers deposit information into students’ minds, and students passively absorb this knowledge (Uplife, 2020). As a result, a portion of a teen’s driver’s education is highly informative but also largely passive. Now, imagine that teen driving on the same road as you, having only passed the written portion of the test.

Even with a perfect score, you might feel uneasy—because theoretical knowledge alone cannot replace the hands-on experience of actually being behind the wheel.

That is why practicing how to drive is so critical to learning to drive. Situative theorists argue that the context in which knowledge is acquired is integral to the knowledge itself. This perspective suggests that learning should be tied to authentic, real-world activities that mirror the practices of specific communities or professions (Putnam & Borko, 2000). Some driver’s education programs take this a step further by including two or three students in the car during practice, creating a collaborative learning environment. Research shows that students often learn better in group settings and when activities are grounded in real-life experiences (Dyack, 2020). Collaborative learning is also emphasized in multiple educational theories, underscoring its importance and the positive outcomes it produces. 

For adults, the situative perspective of learning is especially crucial when it comes to motivation. Adult learners lead busy lives—many juggle full-time jobs with classes, balance secondary education with parenting, or take continuing education courses to maintain licenses, among other commitments. Whatever their situation, their time is precious. Consequently, workplace learning for adults is often directly linked to how it can enhance job performance, streamline tasks, increase productivity, or support career advancement in pay or title. This makes it essential for workplace learning content to be both succinct and contextual. By making learning relevant to their career or academic goals, contextualized instruction boosts motivation, engagement, and overall learning outcomes (Perin, 2011). This approach respects adults’ limited time and aligns learning with their immediate, practical needs, making it more impactful and meaningful.

Contextualization connects fundamental skills to meaningful content, which in turn increases student interest and intrinsic motivation (Perin, 2011). Through real-world immersion, learning becomes more than an academic exercise; it becomes a meaningful and engaging process that fosters both skill development and empathy. In language learning, immersion is a commonly used technique to bring learning to life. I experienced this firsthand in an immersive sign language program at the Georgia School for the Deaf. After taking a few semesters of sign language in college, I attended a one-week program on their campus with a unique twist: it was a “voices-off” experience, meaning we were not allowed to speak. This immersive environment forced us to rely on what we had learned and deepened our understanding, especially when we visited a local theme park while remaining in voices-off mode. It was challenging, but the reward was immense, providing not only skill reinforcement but also a profound perspective on the experience of being deaf or hard of hearing.

Problem based learning is another instance in which learning incorporates real world scenarios as a foundation for learning. Originally initiated in the 1950's to help medical students by creating real world problems for them to solve, it is also another theory that thrives on the collaboration of its learners (Spencer, 2017).

Time and time again, among the many theories of learning, those that emphasize real-world connections continue to stand out as particularly effective. My theory of learning recognizes that learning is not a single straightforward theory. Instead, it represents a combination of ideas from various theorists, united by a common thread: the importance of learning in authentic contexts. It thrives on collaboration, encouraging individuals to work together, share insights, and build understanding collectively. Additionally, it embraces the use of multiple modalities as needed, recognizing that diverse methods and tools can enrich the learning experience and cater to varied learning styles.

References:

BrainPsychLopedia. (2023, March 18). What are the reinforcement schedules in operant conditioning? [Video]. YouTube. https://www.youtube.com/watch?v=Z1nElUf-MA8

Dyack, A. (2020, February 8). Situated learning theory. YouTube. https://www.youtube.com/watch?v=kV0XhlKk1Cw

Gross, Richard, Psychology: The Science of Mind and Behaviour Archived 2022-12-31 at the Wayback Machine 6E, Hachette UK, ISBN 978-1-4441-6436-7.

Osmosis: Problem-based learning. (2024, 11/26). [Image] (https://www.osmosis.org/learn/Problem-based_learning).

Perin, D. (2011). Facilitating Student Learning Through Contextualization: A Review of Evidence. Community College Review, 39(3), 268–295. https://doi- org.proxy2.cl.msu.edu/10.1177/0091552111416227

Putnam, R. T., & Borko, H. (2000). What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning? Educational Researcher, 29(1), 4–15.

Spencer, J. (2017). What is Problem-Based Learning? YouTube. https://www.youtube.com/watch?v=RGoJIQYGpYk

UpLife. (2020, April 3). 10 concepts about Paulo Freire's pedagogy | All you need to know [Video]. YouTube. https://www.youtube.com/watch?v=dE0iRMHzQC8