---
abstract: '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.'
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chapter: ~
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conference: Fifteenth Annual Conference of the Cognitive Science Society
confloc: 'Boulder, Colorado'
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creators_id: []
creators_name:
- family: Clancey
given: William J.
honourific: ''
lineage: ''
date: 1993
date_type: published
datestamp: 1998-06-09
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dir: disk0/00/00/03/03
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eprintid: 303
fileinfo: /style/images/fileicons/text_html.png;/303/1/129.htm
full_text_status: public
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keywords: 'situated cognition, human learning, learning on demand, just-in-time learning, instructional design'
lastmod: 2011-03-11 08:53:48
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metadata_visibility: show
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pagerange: 181-183
pubdom: FALSE
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publisher: Lawrence Erlbaum Associates
refereed: FALSE
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rev_number: 8
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status_changed: 2007-09-12 16:26:27
subjects:
- phil-epist
- soc-psy
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title: A Situated Cognition Perspective on Learning on Demand
type: confpaper
userid: 26
volume: ~