Situated learningeducation that takes place in a setting functionally identical to that where the learning will be applied:
- workshop, kitchen, greenhouse and gardens used as classrooms
- stand-up role playing in the real world setting, including most military training
- field trips including archaeological digs and participant-observer studies in an alien culture
- on the job training including apprenticeship and cooperative education
- sports practice and music practice and art are situated learning by definition, as the exact actions in the real setting are those of practice - with the same equipment or instruments
Lectures and conversations between participants may be involved but typically are not the only focus of attention, and are kept short. In contrast to traditional classroom or seminar teaching, situated learning assumes that ongoing processes in which one is personally and physically involved, e.g. the surrounding climate and ecosystem, the social network of others doing the same thing, alter capacity for affective learning.
In the philosophy of education situated learning is usually thought very desirable, but is also somewhat expensive given it requires travel, tools, etc., that may be quite expensive. Explicit attention to building habits, including their effects on the planet one lives on is quite important in situated learning, and this may be due to some affinity with behavorism and the assumption that conditioning is more important than acquired "book learning". Guide by your side is often contrasted to the sage on a stage approach of classroom lectures.
The building of ethical relationships between participants, and the development of a cohort ethic that is shared by all peers, so that peer pressure operates positively to improve performance, is also part of most situated learning theories.
There are also situated theories of ethics and of economics, e.g. most green economics, and of knowledge - which is transferred by situated learning. All emphasize the actual physical, geographical, ecological and infrastructural state the actor is in, and the affordances of those surroundings, and awareness of the choices one makes in them.