ABSTRACT
Everyday cognition and situated learning investigates learning as an essentially social phenomena that takes place at the juncture of everyday interactions. These learning interactions are generated by the social relations, cultural history, and particular artifacts and physical dimensions of the learning environment. Brent Wilson and Karen Myers (2000) point out that there are distinct advantages in taking this approach. Taking a situated learning viewpoint promises a broader perspective for research and practice in instructional design. The diversity of disciplines that are interested in a social or practice learning point of view include linguistics, anthropology, political science, and critical theory among others allow researchers and practitioners to look beyond psychology-based learning theories.
