- It situates knowledge in realistic contexts, thereby contextualising knowledge, and making it less likely to remain 'inert' when needed to solve problems;
- Realistic tasks cognitively challenge learners to solve problems and think in the same ways as professionals working in real world contexts;
1- - Technology-based cognitive tools can be used both in the processes and products of learning;
2- - Complex tasks require the creation of real products and artefacts, and are more worthy of the investment of time and effort in higher education than decontextualised exercises and tasks.
- "Many methods of didactic education assume a separation between knowing and doing, treating knowledge as an integral, self-sufficient substance, theoretically independent of the situations in which it is learned and used. 1989 by John Seely Brown, Allan Collins and Paul Duguid
and "[...]technology presents the opportunity to employ powerful cognitive tools that can be used by students to solve complex and authentic problems." Herrington, J. and Kervin, L. (2007)