The authors
(Collins, Brown, & Holum,
1991; Collins, Brown,
& Newman,1989) as well as other researchers (Herrington
& Oliver, 2000) have refined this model to the belief
that useable knowledge is best gained in learning environments
featuring the following characteristics:
Authentic
context that allows for the natural complexity of the
real world
Authentic
activities
Access
to expert performances and the modeling of processes
Multiple
roles and perspectives
Collaboration
to support the cooperative construction of knowledge
Coaching
and scaffolding which provides the skills, strategies
and links that the students are initially unable to
provide to complete the task
Reflection
to enable abstractions to be formed
Articulation
to enable tacit knowledge to be made explicit