Situated learning is a family of theories, that note that learning happens most effectively when participating in real-world authentic contexts. Where authentic refers to the task being similar to what real practitioners and workers make use of, in order to achieve particular outputs. Learning is seen here as less prescriptive and dictatory, like traditional schooling, but rather occurring through existing within and engaging with a social environment. Instead of operationalising specific skills to be attained, and mapping them to appropriate cognitive learning mechanisms, and appropriate learning activities to trigger mechanisms, here we are more hands-off. The focus is less about a deterministic prescription and control over the sequence of activities that the student engages within, but rather the production of a naturalistic environment that is conducive to increasing the probably of these learning processes occurring. It is hard to explicitly model and force, the manner in which apprentices talk to peers, observe behaviours, make sense of community norms and more; but they are nonetheless important.