Or, at least, the simple storing of information transmitted is considered a minor, uninteresting aspect of learning. Maybe learning should be more 'active' than the 'passive' cogitation of examples, but, again, this apparent philosophical difference has been exaggerated Many of the mechanisms involve the active participation of the learner, in, for example, selecting and generating instances to analyse. In the case of AM, the program determines its own agenda of interesting concepts to study. The theory of situated learning presents a complementary, not conflicting, view of the nature of learning. This is an assertion which may be agreed with or denied, but it has no technical content.
Students come to understand the purposes or uses of the knowledge they are learning.
They learn by actively using knowledge rather than passively receiving it. They learn the different conditions under which their knowledge can be applied. Learning in multiple contexts induces the abstraction of knowledge, so that students acquire knowledge in dual form, both tied to the contexts of its uses and independent of any particular context. The view that learning experiences should be authentic cannot be categorically agreed with or not, for, as usual, it depends.