John Seely Brown's seminal paper is here: http://uow.ico5.janison.com/ed/subjects/edgi911w/readings/brownj1.pdf He talks about the importance of learning being 'situated' in real contexts, where students talk about real things that go on in those professional contexts, which makes learning go deeper and robust. So, for teaching strategies, this means that we need to design 'problems' or whatever that real professional people do, and design interaction where students use the domain language in genuine ways. Brown also wrote 'Minds on Fire' which i think is another seminal paper http://net.educause.edu/ir/library/pdf/ERM0811.pdf because he is talking about the significance of 2.0/ networking and how it relates to how students learn. Because he bases it in sociocultural theories, I think this is a really important issue in how we design our courses today.
Wenger and Lave developed the concept of 'Communities of Practice' (see http://pubpages.unh.edu/~jds/CofPractice.htm) They propose that people learn as they are in a community, eg a work place community. That you learn as you become involved in how people talk and do their thing. I think this is related to Vygotsky's ZPD, each community has people who have expertise in different areas and they support the newbies who become more proficient through this support. For us as designers, it means that we need to provide the type of interaction where learners, who have different levels of expertise can support each other, and the interactive tasks should be designed to help that. I think this would be particularly true when you have adult learners, as they will have developed a lot of skills to a mature level in their workplace, and can share and support others in any continuing education, assuming the interactive tasks are designed to support it.
See also work by Jan Herrington and Ron Oliver who have done research on Situated learning (google them!)
Sorry, this is a bit long.