Situated learning is a learning theory developed in the late 1980s by Jean Lave and Etienne Wenger. Situated learning theory is based on the assumption that knowledge should be presented in authentic context that involves its application. Both authors argue that learning should not be viewed as transmission of abstract and contextualized knowledge between individuals, but a social process within certain conditions which include activity, context and culture. Learning occurs if learner is put into a real-world situation and into interaction with other people.

Lave's assumptions about learning were derived from her studies of people's performance in mathematics, where mathematics was chosen just for simplicity of test design and results measuring. In one experiment, performance on arithmetical tasks was measured during everyday shopping in the supermarket and on arithmetical test that questioned same skills. The results on test were worse then same tasks performed in supermarket even though test contained just the arithmetical tasks that were observed during shopping in the supermarket. Although basically it was basic mathematics in both cases, on test people performed according to what they learned in school and in supermarket according to their own methods.

Her experimental conclusion was that when people acquired out-of-context skills in the classroom, they generally were unable to apply them in real-life situations for which they were predicted. Still, people manage to develop their own, often very effective, ways of doing things.

Situated learning therefore suggests learning in authentic (real-world) context. Social interaction is also an important component of situated learning — learners become a part of a “community of practice” which presents certain beliefs and behaviors to be acquired. Moving from the periphery of the community to its center represents becoming an expert in some field.

Practical implication of situated learning is that learners should be provided with rich, real-world context for learning and applications of learned content rather than just be forced to memorize facts.

A difference between decontextualized and contextualized learning in educational process can be explained on following example ( from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework.):

(situated in real world problem to solve) | For example, go through the Photoshop reference manual, tool by tool, in alphabetical order, learning how each tool (line, paint, bucket, select, etc.) works including all possible optional settings. |For example, start with a visualization task you want to accomplish (such as, create a logo for a company.) Look up and learn only a few particular tools you realize you may need to use to accomplish the design. |

Supermarket Math.

Situated Learning Theory (Lave) at Learning Theories.

Situated Learning Theory.

Lave, J. Cognition in Practice: Mind, Mathematics and Culture in Everyday Life (Learning in Doing). NY: Cambridge University Press. 1988.