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Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design

Jeong-Im Choi and Michael Hannafin
Educational Technology Research and Development
Vol. 43, No. 2 (1995), pp. 53-69
Published by: Springer
Stable URL: http://www.jstor.org/stable/30220993
Page Count: 17
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Situated Cognition and Learning Environments: Roles, Structures, and Implications for Design
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Abstract

Situated cognition has emerged as a powerful perspective in providing meaningful learning and promoting the transfer of knowledge to real-life situations. While considerable interest has been generated in situated learning environments, few guidelines exist related to their design. The purpose of this paper is to examine the theoretical underpinnings of situated cognition and to derive implications for the design of situated learning environments. The conceptual framework centers on four basic issues: the role of context, the role of content, the role of facilitation, and the role of assessment.

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