Situated Learning . Situated Learning , by Lave and Wenger, takes a new look at learning in which all learning is situated in communities of practice and cannot be analyzed in isolation from either the practice or the community. It emphasizes the interconnectedness of persons, learning, practice, participation, and the social world.
People form their identities in relation to the communities of practice in which they participate.
They move along a continuum of trajectories of learning, from peripheral participation to full participation, from apprenticeship to master. Change is inherent in this process, both changes of identity and changes in the community itself. Language and stories are important elements of participation. Since all learning is situated, Lave and Wenger refrain from endorsing specific methods of teaching. The keys to utilizing this theory in the field of education are in defining the community of practice and structuring learning activities in such a way that these activities engage students in legitimate peripheral participation in the practice of the community.