Situated Learning (Learning In Situ)

This article outlines the origins and meaning initially ascribed to 'situated learning,' drawing out the distinction between learning activity that takes place in situ and the epistemologically different idea that knowledge itself can be understood as situated. It details some instructional forms that have dominated the situated learning literature over recent years and which show how those original frames have become expanded and potentially distorted in application. It considers some critiques of situated learning. The focus then shifts to ways in which theorizing learning outside the classroom is developing more generally.