situated learning

A situated learning experience has four major premises guiding the
development of classroom activities (Anderson, Reder, and Simon 1996;
Wilson 1993): (1) learning is grounded in the actions of everyday
situations; (2) knowledge is acquired situationally and transfers only
to similar situations; (3) learning is the result of a social process
encompassing ways of thinking, perceiving, problem solving, and
interacting in addition to declarative and procedural knowledge; and
(4) learning is not separated from the world of action but exists in
robust, complex, social environments made up of actors, actions, and
situations. (see: D Stein, 1998 - Situated Learning in Adult
Education. ERIC Digest -
http://www.ericdigests.org/1998-3/adult-education.html).