1. Tasks have purpose and relevance to the students.
2. Students are encouraged and able to reflect on the meaning of what they have learned.
3. Students and instructors can negotiate goals and methods of learning.
4. Students can critically evaluate different ways and means of learning the content.
5. The complexity of the learning tasks is comparable to professional contexts and real life.
6. The tasks are situation-driven: that is, the need of the situation is taken into consideration in order to establish the learning tasks.
