Learning Situations

The Importance of Learning Through ‘Authentic’ Experiences

Abstract

Since the introduction of the competency-based approach in educational systems, a continuous stream of didactic proposals—some more innovative than others—has emerged, all aimed at developing students’ competences. Within this context, learning situations have arisen as a means of guiding the teaching and learning process in response to the demands of the new educational paradigm. This approach is underpinned by what are undoubtedly the two fundamental educational principles: the principle of meaningful learning and the principle of situated learning. Its implementation is further justified by a range of factors: the training needs of 21st-century citizens in an increasingly complex socio-labour context; the current understanding of knowledge as something that naturally extends into application; learning theories that advocate a dialogue between ‘knowing’ and ‘knowing how’; neuroscientific research highlighting the impact of interest, curiosity, and motivation on learning; and finally, the ascending levels of complexity in actions aimed at acquiring and developing knowledge (from knowledge to creation). Recognising that learning and assessment must go hand in hand, it follows that if students engage in situated learning, assessment must be of the same nature. Only in this way can we determine whether learners are truly capable of transferring what they have learned in one context to a variety of different contexts and situations—an indicator of truly meaningful learning.