Situated Learning

A theory of learning, associated with Jean Lave and Etienne Wenger, which holds that knowledge is not primarily abstract information transferred between minds but an embodied practice acquired through doing things in a real social context with other practitioners. In accessibility research, situated-learning thinking supports training, co-design, and participatory methods that ground work in the actual spaces, tools, and communities of disabled participants rather than abstract lab tasks - and it underpins the Communities of Practice framework used to analyse how accessible technologies are adopted in real community networks.