This paper discusses the notion of situated learning and its implication to
thefield of instructional design. Recent research on learning and cognition hasstrongly
indicated the situated nature of knowledge. Knowledge itself can not beabstracted
from the situation in which it is learned, but is a product of the activity,the culture,
and the context in which it is developed and used. The design of alearning
environment needs to help students contextualize their knowledge so thatstudents can
flexibily transfer their knowledge to various novel situations. Thecognitive
apprenticeship, suggested by recent learning psychologists, is a tenablemethod in
company with current computer technology for developing such a learning
environment.