Abstract: In this paper we describe a way of looking at how people learn from computer interfaces. In particular, we describe the concept of a socially relevant representation, or a representation of social context information (as opposed to domain knowledge information). We describe known or hypothesized mechanisms by which such representations might facilitate learning, and discuss implications for the design of knowledge media. Keywords: Computer-Supported Collaborative Learning (CSCL), human-computer interaction, cognition, instructional design, knowledge media, representations. Introduction: context as a clue to understanding This paper explores the role that representations of social context information can play in learning. Consider the following experience. Hoadley was a graduate student in an interdisciplinary doctoral program in science education. The first year students came from many different backgrounds in the sciences, and were preparing for an exam to cover readings from a first-year seminar in cognition and education. For many, the papers