Participants, in this case the parent and the child, share a context, or a common frame of reference, in which the learning takes place. Additionally, in natural learning environments, the tasks the teacher asks the learner to perform are authentic. They arise naturally in the context, and the participants care about the outcomes. Finally, the knowledge that is being learned is often viewed as a tool to accomplish the tasks, and the learner sees it as valuable knowledge that can be used in new situations Roschelle, Jeremy. Knowledge is seen as practical capability for doing and making.
Meaning is seen as a construction of a social unit that shares a stake in a common situation.
The key difference is the use of technology in the construction of shared resolutions to problematic experience. This requires the public use of the technology in a shared perceptual space where it can become an instrument of mutual knowledge construction for a group of people. It is through the skillful deployment of collaborative technologies that communities of practice can grow and learn. Situated Learning in Adult Education. Situated cognition theory conceives of learning as a sociocultural phenomenon rather than the action of an individual acquiring general information from a decontextualized body of knowledge.