Situated Cognition

Situated cognition presents the following view of learning: Learning embedded in rich contexts of practice. Social constructive acts are used for learners to make meaning and sense in the contexts of application and use. Tasks are meaningful to learners. Learners are given opportunities to reflect on their actions and discuss issues and problems with fellow members of the community. Students must be given valid reasons for participants to work together in a way that makes sense to them--such as shared interests and problems that require joint effort. Students' activities place different demands on students within a community to create interdependency among community members. Varying demands and levels of expertise are important in forming groups. Learning is facilitated by the activity and the dialogue that accompanies group participation in the activity. In Situated cognition there is Task Ownership, a Sense of Audience, Collaborative Support, Teacher support, Metacognitive Support and Motivational Support.