Situated learning theory is grounded in the recognition that learning is both a social process and a cognitive one. (Jean Lave and Etienne Wenger 1991
situated learning approaches are generally agnostic as to whether content is explicitly educational or not, and recognizes learning as deepening engagement with any kind of cultural content and social group, even those that our society has labeled "entertainment."
As digital technologies enable kids to gain knowledge and cultural competency in domains that are not framed by explicit educational agendas, we begin to see changes in how kids construct identities and reputation, and how they relate to school and academic knowledge.
I want to revisit this concept
here has been little sustained study of learning in informal settings, and almost no foundational theoretical work on the properties of unorganized or non-institutionalized learning.
situated learning theory took the major step of recognizing learning across a range of settings, it has so far stopped short theorizing the properties specific to non-institutionalized learning.
our primary goal is to understand, followed by the design of targeted interventions in this space.