--- abstract: 'Rather than conceiving of learning on demand as finally memorizing someone else’s theory, we might consider how people create and interpret their own representations in practice to model the work they are doing, weigh alternatives, and coordinate with others.' altloc: [] chapter: ~ commentary: ~ commref: ~ confdates: ~ conference: Fifteenth Annual Conference of the Cognitive Science Society confloc: 'Boulder, Colorado' contact_email: ~ creators_id: [] creators_name: - family: Clancey given: William J. honourific: '' lineage: '' date: 1993 date_type: published datestamp: 1998-06-09 department: ~ dir: disk0/00/00/03/03 edit_lock_since: ~ edit_lock_until: ~ edit_lock_user: ~ editors_id: [] editors_name: [] eprint_status: archive eprintid: 303 fileinfo: /style/images/fileicons/text_html.png;/303/1/129.htm full_text_status: public importid: ~ institution: ~ isbn: ~ ispublished: pub issn: ~ item_issues_comment: [] item_issues_count: 0 item_issues_description: [] item_issues_id: [] item_issues_reported_by: [] item_issues_resolved_by: [] item_issues_status: [] item_issues_timestamp: [] item_issues_type: [] keywords: 'situated cognition, human learning, learning on demand, just-in-time learning, instructional design' lastmod: 2011-03-11 08:53:48 latitude: ~ longitude: ~ metadata_visibility: show note: ~ number: ~ pagerange: 181-183 pubdom: FALSE publication: ~ publisher: Lawrence Erlbaum Associates refereed: FALSE referencetext: ~ relation_type: [] relation_uri: [] reportno: ~ rev_number: 8 series: ~ source: ~ status_changed: 2007-09-12 16:26:27 subjects: - phil-epist - soc-psy succeeds: ~ suggestions: ~ sword_depositor: ~ sword_slug: ~ thesistype: ~ title: A Situated Cognition Perspective on Learning on Demand type: confpaper userid: 26 volume: ~