title: A Situated Cognition Perspective on Learning on Demand
creator: Clancey, William J.
subject: Epistemology
subject: Social Psychology
description: Rather than conceiving of learning on demand as finally memorizing someone else’s theory, we might consider how people create and interpret their own representations in practice to model the work they are doing, weigh alternatives, and coordinate with others.
publisher: Lawrence Erlbaum Associates
date: 1993
type: Conference Paper
type: NonPeerReviewed
format: text/html
identifier: http://cogprints.org/303/1/129.htm
identifier:   Clancey, William J.  (1993) A Situated Cognition Perspective on Learning on Demand.  [Conference Paper]     
relation: http://cogprints.org/303/