Editing Situated learning (section)

{{short description|Theory of 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]].<ref>{{Cite book|last1=Auer|first1=Michael E.|title=The Challenges of the Digital Transformation in Education: Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) -|last2=Tsiatsos|first2=Thrasyvoulos|date=2019|publisher=Springer|isbn=978-3-030-11931-7|location=Cham|pages=178}}</ref> Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".<ref>[[William Hanks|Hanks, William F.]], "Foreword", {{cite book |author=[[Jean Lave]] and [[Étienne Wenger]] |year=1991 |title=Communities of Practice: Creating Learning Environments for Educators |url=http://www.cambridge.org/us/academic/subjects/psychology/developmental-psychology/situated-learning-legitimate-peripheral-participation |publisher=Cambridge University Press |isbn=9780521423748|page= 14}}</ref>

The theory is distinguished from alternative views of learning which define learning as the acquisition of [[Descriptive knowledge|propositional knowledge]].<ref name=":0" /> [[Jean Lave|Lave]] and [[Etienne Wenger|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.<ref name=":0">Hanks, p. 14</ref>