Situated learning

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice.^[1] Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".^[2]

The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge.^[3] Lave and Wenger situated learning in certain forms of social co-participation and instead of asking what kinds of cognitive processes and conceptual structures are involved, they focused on the kinds of social engagements that provide the proper context and facilitate learning.^[3]

^ Auer, Michael E.; Tsiatsos, Thrasyvoulos (2019). The Challenges of the Digital Transformation in Education: Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) -. Cham: Springer. p. 178. ISBN 978-3-030-11931-7.
^ Hanks, William F., "Foreword", Jean Lave and Étienne Wenger (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge University Press. p. 14. ISBN 9780521423748.
^ ^a ^b Hanks, p. 14

[1] Auer, Michael E.; Tsiatsos, Thrasyvoulos (2019). The Challenges of the Digital Transformation in Education: Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) -. Cham: Springer. p. 178. ISBN 978-3-030-11931-7.

[2] Hanks, William F., "Foreword", Jean Lave and Étienne Wenger (1991). Communities of Practice: Creating Learning Environments for Educators. Cambridge University Press. p. 14. ISBN 9780521423748.

[:0-3] Hanks, p. 14

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