SITUATED COGNITION AND LEARNING ENVIRONMENTS - ROLES, STRUCTURES, ANDIMPLICATIONS FOR DESIGN

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