ABSTRACT
I argue that she did, but documenting this requires stepping back and thinking about
learning from objects and experiences more broadly than is typically done; traditional models
of learning, such as the transmission-absorption model (Hein, 1998; Hein & Alexander,
1998; Roschelle, 1995), do not account for or explain the highly interactive learning that
results from such experiences and encounters with objects. An important missing ingredi-
ent is the role that context plays in facilitating learning from objects and experiences.
