Situated cognition frameworks define learning

Not as a process of socially shared cognition that results in the end in the internalization of knowledge by individuals, but as a process of becoming a member of a sustained community of practice.  Developing an identify as a member of a community and becoming knowledgeably skillful are part of the same process, with the former motivating, shaping, and giving meaning to the latter, which is subsumes.

(Lave, 1991)

This model recognises that learning can take place outside the classroom, and outside the formal relationship between teacher and learner.

Activity

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