The social dimension of learning suggests the existence of a group mind that takes the form of cognitive interdependence centered on memory processes. People working together give life to a single transactive memory system, complete with differentiated responsibility for remembering their experiences. The behaviours of group members, like to the neuron connections in the brain, may be spontaneously and tacitly activated and then interconnect so that they coordinate an intelligent action. Social learning is thus a network of collective behaviours based on distributed knowledge (Tsoukas, 1996).
This approach of learning as a social process suggests that there are a set of relations among persons, activity and world. As Wenger & Lave assert a community of practice is required for the existence of knowledge as it provides the interpretative support necessary for making sense of its heritage. So, learning and knowledge creation are closely bound up with each other in a local practice rather than being distinct activities.
Learning has to do with participating, with becoming a member of the community; because social relations are important for the transmission of knowledge and the relational development of identity. Consequently, learning is mostly situated in the sphere of social interaction. Thanks to the vast numbers of social networking tools we are provided with more opportunities than ever to be situated in this sphere of learning.
