Situated cognition is “the notion of learning knowledge and skills in contexts that reflect how they will be used in real life” (Brown, Collins, & Duguid, 1989). A close relative of cognitive apprenticeship and constructivism, this concept encourages educators to build an environment that mimics as closely as possible the environment in which their instruction will actually be put into practice. While cognition and the situation in which it was learned had historically been considered separate entities, they are now thought to be indivisible from each other. When students receive feedback from their learning environment, a better learning experience occurs. When the opportunity and structure for feedback and review is provided, the understanding a student achieves is deeper and more meaningful. Furthermore, technologies that promote such a dynamic communication situation for a student will produce a more learned one. Learning is described as generative; that is, as an act of creation or co-creation, as a social act, or occurring in collaboration with others, and as occurring in the "lived world", meaning it takes place in contexts that make what is learned more relevant, useful and transferable (Brill, 2001). Therefore, the activity during which knowledge is acquired is now considered inexorably linked to learning itself. It is not considered integrative, secondary or additional to learning. Rather, the situation is part of cognition. A recognized leader in the situated cognition movement, Allan Collins has identified four benefits of using situated cognition as a learning model. First, students learn the conditions for applying knowledge. Second, students are more likely to engage in invention and… middle of paper… the Research Library database. (Document ID: 990079491). Driscoll, M.P., (2002) Information, E.C. o., & Technology, SNY How people learn (and what technology might have to do with it). ERIC Digest. Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: foundations, methods and models. In C. M. Reigeluth (Ed.), Theories and models of instructional design: A new paradigm of instructional theory (Vol. II, pp. 115-140). Mahwah, NJ: Lawrence Erlbaum Associates.Marra, R., & Jonassen, D. (1993). In Ely, D. and Minor, B. (Eds.), Educational Media and Technology Yearbook. Libraries Unlimited, Inc. Published in collaboration with ERIC and AECT., Englewood CO, pp. 56-77.Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court.