Conceptualizing Learning Within a Project

Abstract

This chapter helps to conceptualize learning within a project context by introducing and appraising some core conceptual frameworks concerning learning, and to convey a sense of their relationship to each other. It begins by presenting a focused discussion and analysis of different organizational perspectives on learning, and then, in following sections, moves this conceptual discussion onto learning at the individual and group levels. At that juncture, it first explores the key cognitive learning theories — which spotlight how the cognitive dimension of learning is intimately located within social practice. The discussion then moves onto situated learning theory and explores the key constructs in this theory. In the final section of this chapter, the relationship between the situated and the cognitive dimensions of learning is elaborated on, and the reasons established as to why situated learning theory was the prime conceptual input that informed and guided the work of this study. Consequently, given the analysis provided in this chapter, and coupled to the findings presented in forthcoming chapters, this book challenges readers to consider that learning is not only a cognitive activity, but rather it is primarily a social and practical activity that requires deliberate and systematic attention if one seeks to improve the quantum and the quality of learning activity within a project (or in any other context).