ABSTRACT
The third and final set of theories forms the ‘situated’ perspective. This view posits that learning is largely a product of context, since learning is situated in practice, with such practices bounded by time, space and other elements of social structure. This suggests, say the authors, that learning is embedded in cultural and social networks of meanings, relations and activities. Björkegren and Rapp note that although learning and knowledge are highly dependent on context, this may be more important in some cases than others, particularly where the issues and problems involved are more unstructured and unique. This raises important questions, of course, as to whether information technologies can create the necessary social and interpretive contexts for such unique and complex knowledge to be understood and passed on.
