... Junaid, a student who belonged to a lower-middle-class family in Sindh and hailed from a rural public school, background started learning English from the sixth grade onward. While sharing his early schooling experiences, Junaid said: Taking the public school participants' responses collectively, their perceptions of prior schooling and consciousness of the lack of opportunities made them think of themselves as outsiders in the classroom (Lavé and Wenger 1991). Wahdat's decision to be "invisible" seems associated with power relationships (Lavé and Wenger 1991) in a graduate classroom, a social space (Norton and De Costa 2018) where learners' ambivalent behaviors and situational silence regarding speaking the target language could be attributed to the lack of uniform and legitimate power dynamics. ...
... While sharing his early schooling experiences, Junaid said: Taking the public school participants' responses collectively, their perceptions of prior schooling and consciousness of the lack of opportunities made them think of themselves as outsiders in the classroom (Lavé and Wenger 1991). Wahdat's decision to be "invisible" seems associated with power relationships (Lavé and Wenger 1991) in a graduate classroom, a social space (Norton and De Costa 2018) where learners' ambivalent behaviors and situational silence regarding speaking the target language could be attributed to the lack of uniform and legitimate power dynamics. In a nutshell, references such as Junaid's "fighting on two fronts" and Wahdat's "silence" or limited participation in classroom discourses are not simply a docile acknowledgment of their disadvantaged schooling background, but also a representation of attentive silence, which symbolizes deficient learners' (often pejorative) rights to speech and powers to impose reception (Bourdieu 1977). ...
... This varied scenario in terms of the ownership of English (Norton 2015) as the legitimate language (Sharma and Phyak 2017) stemmed from varying power hierarchies (Lavé and Wenger 1991) among learners. On the whole, the findings of this study aligned with the assertion that learners' exposure to English juxtaposed with their peers (Darvin and Norton 2018;Kayi-Aydar 2014) reflects that power and social identity (Davies and Harré 1990;Lavé and Wenger 1991;Norton 2015) of the students having good exposure to English eclipsed the self of those having lesser exposure to English and are prone to both socio-academic and socioeconomic disadvantage(s). ...
This study investigates the connection between access to English during early schooling (Urdu-medium public schools and English-medium private schools), the impetus of investing in a graduate classroom, and their role in shaping learners' habitus, and identities. Using cultural capital and investment as the conceptual lens and students' interviews as the data, collected from a Pakistani university graduate classroom, the study explores access to English (cultural capital) and sees whether it symbolizes a privileged position in an all-English milieu classroom setting. Grounded in a phenomenological design, the thematic analysis of the data demonstrates that English is not only perceived as invested capital but is also instrumental in (re)shaping the learners' self. The extent of access to learning English in schools not only facilitates (dis)advantaged positions but also defines symbolic power and the sense of (not)belonging to the classroom setting. The findings also exhibit that the learners' perceived positioning has a direct relationship with their investment in English and the potential returns in the form of capital valued in the social market. Having socioeconomic prestige associated with access to English, it is essential to revisit education policies, train teachers, and introduce inclusive curricula for promoting equitable access to learning English-the dominant language in Pakistan. This study suggests that English has considerable social consequences for learners in Pakistan, the degree of convergences with and divergences from this study's findings in other contexts may also be explored.
... Situated learning theory posits that learning happens 'in situ, ' which can be further explained as authentic contexts where learners must perform the work of a particular discipline (Lave & Wenger, 1991). Newcomers to a discipline need opportunities to socially construct knowledge Page 3 of 18 Schneider et al. ...
... International Journal of STEM Education (2024) 11:60 and benefit from communities of those more experienced in the field. Briefly, students need to observe and receive guidance from disciplinary experts while actively engaging in disciplinary work to build their own knowledge (Lave & Wenger, 1991). Situated Learning Theory has been repeatedly applied to learning in the sciences. ...
... Internship supervisors have a critical role in helping students apply new knowledge to workplace contexts while also facilitating their social integration into this non-academic environment (Rose et al., 2014;Russell & Adams, 1997). Situated learning theory also emphasizes the importance of the community of practitioners that students can observe, learn from, and eventually incorporate themselves into (Lave & Wenger, 1991). Thus, the mentoring relationship between student and supervisor can dictate student learning outcomes, making effective mentorship a core component of a positive internship experience (Berg et al., 2020). ...
Background
Despite demands to make higher education more relevant beyond academia, and a growing body of work testifying to the benefits of work-relevance programs (e.g., work-placements, or internships) for both students and the companies that host them, there is limited information available for those aiming to optimize these programs. For example, few have explored the challenges and needs of internship supervisors. Here, we focus on the experiences of supervisors in biology and geology programs across three Norwegian institutions. Specifically, through a series of focus groups, we asked internship supervisors about their motivations for serving as student mentors, any challenges they had faced, and what higher-education institutions could do to better prepare them for hosting students at their workplaces.
Results
Key challenges faced by supervisors include the need to tailor placements to individual student needs and capabilities, navigating the constraints imposed by academic structures, and addressing communication gaps between students, institutions, and workplace supervisors. Internship supervisors suggest enhancing communication strategies to better define roles and expectations, increasing support and training for supervisors, and establishing clearer, more collaborative frameworks for setting learning objectives with students.
Conclusions
The supervisors’ suggestions aim to ensure that internships are mutually beneficial, supporting both students' educational outcomes and the workplace needs. By focusing on the supervisor's perspective, we provide valuable insights into one aspect of implementing effective and rewarding internships (i.e., supervisor preparation), thereby suggesting pathways for future improvements in these high-impact educational practices.
... The philosophy of this theory argues that an individual's learning is based on a social process whereby new knowledge is constructed, it is implanted in a specific social and physical setting, it is unintentional and embedded within activities and this process is a legitimate peripheral participation. The learning of individuals affects their decisions and actions in the workplace (Lave & Wenger, 1991). Secondly, community learning theory also backs this study; this concept explains the collective approach of learning wherein learners are connected with an epistemic community (e.g., profession, working group, industry) and interact with each other. ...
... Social interaction among employees plays a major role in increasing their capabilities to find solutions to problems and helps in developing innovative ideas to take the lead in the organization (Marzocchi et al., 2023;Pahuja et al., 2024). The situated learning theory focuses on the association between individual learning and social circumstances where it happens and learning is a procedure where knowledge is developed among individuals in a specific framework and in a particular physical environment, which influences their actions (Lave & Wenger, 1991). ...
... It is an activity of constant interaction among individuals that provides a new understanding and learning of new experiences of the world that ultimately create a unique identity of a person. Furthermore, learning is a dynamic and constructive process (Lave & Wenger, 1991). Traditional theories of education and training based on the cognitive process have failed to develop effective learning for employees because learning is not a mental process that can be gained by an individual through education or training. ...
Purpose- This research explores the role of social interaction in the learning and development of employees. Further, determine the relevance of the transfer and exchange of knowledge to develop novel approaches and solve unforeseen problems of an organization to remain competitive in the market. Study Design/Methodology/Approach - The unstructured, in-depth interview approach under the qualitative research paradigm is used to gather data from employees of the manufacturing and service sectors. The theories of situated learning, community learning, and organizational learning underpin the study. Findings- Data findings depicted that social interaction in organizational settings has an instrumental role in employees' performance. Further, findings identify that the transfer of knowledge based on formal training programs provides a set of knowledge that is not sufficient for organizations to remain competitive in the market, whereas the exchange of knowledge based on constructive social interaction discussion encourages employees to develop novel ideas and resolve unforeseen problems of their firms to get a competitive edge. Moreover, the exchange of knowledge is an indispensable element in an individual's learning, which is mostly ignored by many organizations causing the failure of firms amid throat-cutting competition. Research Implications- The study opens new avenues for researchers to expand their research to identify further dimensions and programs of social interaction linked with individual learning. It provides an in-depth understanding and activities of employees' social interaction to practitioners to solve their startling problems and develop innovative thoughts to lead in the market. Originality/Novelty- This is one of the few research studies that have been conducted in the context of Pakistan.
... Examples of home grown theories are Chevallard's (1985) theory of the didactical transposition and Skovsmose's (1994) theory of critical mathematics education. Examples of theories from outside mathematics education are Bernstein's (2000) theory of recontextualisation, Bourdieu's (1980) theory of habitus and Lave & Wenger's (1991) theory of situated learning. As a consequence the researcher needs methods and strategies for connecting theories. ...
... But her dispositions towards having to do with mathematics did not change neither did her beliefs about herself and mathematics. In order to explain this incident, I attempted to coordinate Lave and Wenger's (1991) concept of situated learning with Bourdieu's (1980) sociological concept of habitus, i.e. systems of durable, transposable dispositions as principles of generating and structuring practices and representations (Wedege, 1999). Lave and Wenger (1991) see learning as a social practice and the context of their analysis of learning processes is the current community of practice. ...
... In order to explain this incident, I attempted to coordinate Lave and Wenger's (1991) concept of situated learning with Bourdieu's (1980) sociological concept of habitus, i.e. systems of durable, transposable dispositions as principles of generating and structuring practices and representations (Wedege, 1999). Lave and Wenger (1991) see learning as a social practice and the context of their analysis of learning processes is the current community of practice. The theory of situated learning is about learning as a goal-oriented process described as a sequence from legitimate peripheral participation to full participation. ...
Connecting theories is a normal activity in the practice of mathematics education researchers and the theories come from within the field of mathematics education (”home-brewed” theories) or from outside (psychological, sociological, anthropological; philosophical, linguistic etc. theories). Thus, the researcher needs methods and strategies for connecting theories; e.g. comparing/contrasting and integrating/ synthesizing. I argue that a meta-language is also needed in order to move from bricolage to professionalism in the work of theory connection. Drawing on Radford’s morphology of theories as triplets of principles, methodologies and research questions, I suggest a set of quality criteria for research papers and reports which focuses on the explicitness in reporting theory connection.
... Another focus is given to Lave and Wenger's (1991) situated learning theory, which emphasizes the student's engagement with the surrounding environment, where learning emerges from interactions with other people and artifacts. This theory introduces the concept of legitimate peripheral participation, describing how newcomers evolve within a community, moving from the periphery to the center through active engagement. ...
... Learning occurs through immersion in social practices, encompassing power dynamics and community legitimacy. As proposed by Lave and Wenger (1991), practice communities are fundamental to educational design, creating a space where participants share knowledge about their practices and experiences. According to Pittaway and Cope (2007), Cooper et al. (2004), and Preedy et al. (2020), students' interaction with these practice communities -which include entrepreneurs, professionals, and mentors -enriches their understanding and performance in entrepreneurial contexts. ...
... Learning theories: expanding horizons and perspectives Ramsgaard (2018) argues that no single theory is sufficient to address EE, emphasizing the importance of interaction and diversification of approaches. Although the learning theories explored by the authors, such as social learning (Azzi et al., 2006), situated learning (Lave & Wenger, 1991), and transformative learning (Mezirow, 1981), have different epistemological foundations, they share the common point of experience. This connection can be useful in integrating elements of entrepreneurial learning into the implementation of authentic practices for students. ...
This study aims to enrich the understanding of experiential learning in undergraduate entrepreneurial education by exploring the nature of experiential practices and their interconnections with other learning theories. It fills the gap between entrepreneurial education and the theoretical foundations guiding its practices. An integrative review revealed six categories of experiential practices and identified pragmatic strategies for implementation. The interaction with social, situated, and transformative learning highlights the complexity of teaching entrepreneurship and efforts to harmonize experiential learning with the field, aiming for authentic strategies that boost students' critical professional development. Resumo Este estudo objetiva enriquecer a compreensão da aprendizagem experiencial na educação empreendedora dos cursos de graduação, explorando a natureza das práticas experienciais e suas interconexões com outras teorias de aprendizagem. Preenche a lacuna entre a educação empreendedora e os alicerces teóricos que guiam suas práticas. Utilizando o método de revisão integrativa, revelou seis categorias de práticas experienciais e identificou estratégias pragmáticas para implementação. A interação com a aprendizagem social, situada e transformadora destaca a complexidade do ensino do empreendedorismo e os esforços para harmonizar a aprendizagem experiencial ao campo, visando estratégias autênticas que impulsionem o desenvolvimento profissional crítico dos estudantes. Palavras-chave: Aprendizagem experiencial. Educação empreendedora. Ciclo de aprendizagem experiencial. Aprendizagem ativa. Teorias de aprendizagem.
... My central purpose in this paper is to engage with 'social practice theory' and specifically Lave (1991) and Lave & Wenger's (1991) approach to learning as increasing participation in communities of practice 2 . I will do this primarily through reflection on a mathematics teacher education research project in South Africa and in this way bring theory and practice to bear on each other. ...
... My central purpose in this paper is to engage with 'social practice theory' and specifically Lave (1991) and Lave & Wenger's (1991) approach to learning as increasing participation in communities of practice 2 . I will do this primarily through reflection on a mathematics teacher education research project in South Africa and in this way bring theory and practice to bear on each other. ...
... (In Resnick, L., Levine, J. & Teasley, S., 1991, p. 64) It is through this elaborated and complex conception of learning that Lave & Wenger (1991) and Lave (1990Lave ( , 1993Lave ( , 1996 have had a significant impact on widening acceptance of learning as situated and fundamentally shaped by the social situations and the activities in which the learning occurs. Social practice theory has been instrumental in revealing the interdependence of activity, concept, culture and social relations. ...
This is an expanded version of a paper and presentation at a conference on Social Constructivism, Social Practice Theory and Socio-cultural Theory: Relevance and Rationalisation in Mathematics Education in Norway, March 2000.
... In a study abroad experience, students learn in unexpected ways, which make situated learning a helpful theoretical lens. Situated learning has its roots in communities of practice through the concept of 'legitimate peripheral participation' (Lave and Wenger 1991). Students learn by participating in the authentic practices of a community -for instance, peripherally participating in crosscultural engineering practice on a study abroad experience for engineering students. ...
... We interpret these findings through the lens of situated learning theory, which suggests that engaging with a community of practice through legitimate peripheral participation is a central part of learning (Lave and Wenger 1991). For systems thinking skills, it seems that a more complex community of practice (i.e. more visible/accessible contextual variables) may support greater learning. ...
Engineering study abroad programs are a novel setting for students to develop systems thinking, which has primarily been taught in formal learning environments. Through a situated learning perspective, we examined the impact of two engineering-focused study abroad experiences on developing students’ systems thinking skills. We conducted secondary data analysis to examine how first-year engineering students (n = 47) at a technical university in the United States (US) connect technical and contextual aspects of engineering in China and the UK/Ireland. The students on the China track drew connections more frequently (81% of excerpts) than those on the UK/Ireland track (49% of excerpts). Students interpreted these connections at the macrosystems level, microsystems level, personal level, and career level. Our study offers a theoretical contribution to the systems thinking framework by offering nuance to the connections students drew between contextual and technical engineering dimensions, while showing that systems thinking can be an important outcome for engineering study abroad programs.
... Many researchers assert that identity offers a connection between the individual and the social, and that studies focusing on identity can make previously ignored phenomena visible (Stentoft, 2009;Sfard, 2008;Lerman, 2000Lerman, , 2001. Lave and Wenger (1991), Wenger (1998) and Sfard (2008) place identity as a pivot point between the social and the individual. Identity is "manmade and [...] constantly created and re-created in interactions between people" (Sfard & Prusak, 2005 p. 15). ...
... Starting to work as a teacher means not only negotiation between different communities of practice, but also changes within communities of practice. According to Lave and Wenger (1991), a community of practice develops when newcomers gain access to it. In this way it is not only the identity of the individual that develops, but also the community of practice. ...
The theories and results discussed in this article are from a study investigating the identity development of novice primary mathematics teachers. The article has two aims: first, to elaborate the notion of beliefs in relation to the notions of identity and identity development, with the purpose of developing a framework to investigate the process of becoming and being a teacher of mathematics; and second, to offer an example of the use of this framework in a study of novice primary mathematics teachers. The core of the example is the case of Jenny 1, a Swedish novice primary mathematics teacher. Jenny’s case, however, is not simply about her but also about identity development when the formal aspect of employment is missing, a case not rare 2 in Sweden.
... According to Wenger (1998), community it is not only individual or collective outcomes, but the result of a combination of both. Experiential learning is possible within the communities of practice, in which the individual interacts with other members of the community, and their actions become meaningful in its wider context (Lave & Wenger, 2005). The school for Dewey is an embryonic community, which is the miniature of society. ...
... Without their interpretations and admiration, the works would not have the same significance for children. The acquisition of experiences is possible within communities of practice, in which the individual interacts with the other members of the community, and their actions are given meaning by its broader context (Lave & Wenger, 2005). ...
This research examines whether children can acquire aesthetics through design in their everyday lives. Students recycle their old school seats, following their own ideas. The aim of the project is for children to get to know sustainable design through a construction of their own and to work cooperatively, resulting in offering their work to the community. The study comes to answer if children can implement a design thinking project in primary school if they have the ability to become the designers of their own things if they can understand sustainability through design, and if they can work with the intention of offering their project to the community. Students develop thinking and life skills through design thinking, experimentation, and playful art, as well as through sensory and narrative design, two processes that are perfectly natural in the world of children. Participatory work in a collaborative community form helps the children to step outside themselves and acquire empathy for the rest of the school community.
... Tässä tutkimuksessa tarkastelen yhteisöllisen kaupunkiviljelyn käynnistymistä, kehitystä ja jatkuvuuksia käytäntöyhteisön teorian valossa (Lave & Wenger 1991;Wenger 1998). Tutkimusote on etnografinen, ja tarkasteltavina tapauksina on neljä yhteisöllistä kaupunkiviljelyprojektia Tampereelta. ...
... Korostan yhteisöllisyyteen liittyvää toiminnallisuutta tarkastelemalla kaupunkiviljelyä käytäntöyhteisöinä (engl. communities of practice, Lave & Wenger 1991;Wenger 1998). Käytäntöyhteisön näkökulma auttaa ymmärtämään kaupunkiviljelytoiminnan piirissä tapahtuvaa sosiaalista ja käytäntöihin nojautuvaa vuorovaikutusta ja toiminnan jatkuvuuksia. ...
Kaupunkiviljely voi lisätä kaupunkien ekososiaalista sopeutumiskykyä esimerkiksi sään ääri-ilmiöiden, ruokaturvan heikkenemisen, luonnon monimuotoisuuden hupenemisen tai sosiaalinen eristäytyminen ongelmien äärellä. Viljelymahdollisuuksien ja -tilan lisääminen onkin kaupungeille tärkeä keino kestävyyssiirtymän edistämisessä. Artikkeli tarkastelee kaupunkiviljelyä yhteishallinnan ja käytäntöyhteisöjen valossa. Kysyn, millaisia käytäntöyhteisöjä yhteishallinnan pohjalta organisoituneilla kaupunkiviljelmillä muodostuu, millainen rooli kaupunkiorganisaatiolla on käytäntöyhteisöjen kehityksessä, ja kuinka käytäntöyhteisöt kykenevät ylläpitämään kaupunkiviljelyn jatkuvuutta. Tutkimusote on etnografinen ja aineisto on kerätty neljällä tamperelaisella kaupunkiviljelmällä. Aineisto koostuu viljelytahojen haastatteluista sekä osallistuvasta havainnoinnista. Analyysissä yhdistyy aineistolähtöinen organisoitumisen ja yhteisöllisyyden teemoittelu ja teemojen peilaaminen käytäntöyhteisön teoriaan. Käytäntöyhteisöt ja osallistujien keskinäinen sitoutuminen ovat tärkeässä roolissa niin yksittäisten viljelyhankkeiden kuin koko kaupunkiviljelytoiminnan jatkuvuuden kannalta. Tuloksissa korostuu kaupunkilaisten muodostamien yhteisöjen toimijuus osana urbaania kestävyyssiirtymää. Kaupunkiorganisaation ja viljelijöiden välinen yhteistyö korostuu viljelyn organisoitumisessa, mutta avoin keskusteluyhteys on tärkeää myös viljelytoiminnan myöhemmissä vaiheissa. Kaupunki onkin usein viljely-yhteisöjen keskeisin yhteistyökumppani, jopa osa viljelyn käytäntöyhteisöjä. Urbaanien käytäntöyhteisöjen muodostamat verkostot ja niiden potentiaali saattaa eri toimijoita yhteen vaativat lisätutkimusta, jotta voidaan päästä käsiksi spontaanien ekososiaalisten kestävyyskäytäntöjen muodostumiseen.
... The facilitators designed the Sandbox@ intervention using the Situated learning theory (SLT) developed by Lave and Wenger [35]. SLT emphasizes the social and practical nature of learning, focusing on how people learn by becoming part of a community of practice and through active engagement with tasks and other learners. ...
... In the SLT, learning occurs through social interaction, observation, and collaboration rather than formal instruction. Knowledge is co-created within the community and acquired through actively participating in experiences [35]. In autism research and practice, several aspects of SLT have been explored, including developing a community of practice where autistic individuals engage with neurotypical peers and other autistics in shared activities [36]. ...
There are contradicting perspectives regarding autistics’ ability to be creative. Some researchers cite autistics’ underlying social communication and interaction differences, fixated interests, and inflexible patterns as fundamentally inhibiting creativity. However, many autistics refute this mindset and produce creative works as painters, sculptors, photographers, and graphic artists. This protocol describes a mixed methods study that aims to determine the impact of art, storytelling, and STEAM-based approaches to develop autistic youth and young adult participants’ creative self-efficacy, psychological empowerment, and design thinking traits. The primary research question is: How does a 120-minute workshop intervention impact the creative self-efficacy of autistic participants? We hypothesize that autistic participants’ creative self-efficacy scores would linearly increase from the baseline measure. Exploratory research questions include: How does the workshop intervention affect the psychological empowerment and design thinking traits of the autistic participants? We hypothesize that autistic participants’ psychological empowerment and design thinking traits scores would linearly increase from the baseline measure. We will use a design-based implementation research approach that values the collaboration between the researchers and educators who design interventions to understand when, how, and why learning happens. Recruitment began on 10 November 2023 and ended on 9 August 2024. The study’s results are expected to be published in mid-2025. The study will provide crucial empirical evidence on the effects of an arts-based program on creative self-efficacy, psychological empowerment, and design thinking traits in autistic youth and young adults. We will use qualitative descriptive thematic analysis methods to analyze the digital images, stop motion videos, and participant presentations. Digital artifacts of the participants’ creative process and the study team’s analysis of the autistic youth’s presentations will provide additional data to understand the study phenomenon’s depth, meaning, and context. A mixed methods design is advantageous when exploring complex issues that require empirical evidence and contextual understanding.
... Despite the relevance of Hegna's study, there are certain significant differences. One notable distinction is that her work particularly focuses on situated learning and learner identity, drawing references from seminal works such as Lave and Wenger (1991). They introduced the concept of 'situated learning' to highlight the strength of learning within an established workplace. ...
... This study complements the works of Lave and Wenger (1991) and Hegna (2019) by demonstrating that this sense of belonging can be established within the framework of the school system. Furthermore, the findings resonate with the extensive literature on communities of practice within the domain of education with a particular focus on the comprehensive school system in Norway. ...
This article investigates the process of re-enrolling young people who have dropped out of school. Drawing on an analytical framework that integrates perspectives on resilience and belonging, the study explores the potential of at-risk youth to overcome challenges and complete their upper secondary education. A crucial aspect of facilitating their reintegration is establishing a sense of belonging. The data comprise in-depth interviews and observations involving 41 young participants in a flexible learning arena over a period of three years. The analytical design is based on a thematic analysis, where questions mainly initiated the narratives from the participants themselves. The findings show that dropouts can be reintegrated into a flexible learning arena within the school system. Furthermore, this re-enrolment initiative acts as a catalyst, reigniting participants’ sense of mastery. However, the pivotal factor lies in creating an environment that fosters a renewed sense of belonging to peers and the school.
... A dilemma for the teacher lies in rationalising the needs and demands as the teacher perceives them, and raises difficult questions about power. Joao Felipe Matos suggested that for Lave and Wenger (1991), power is in the community of practice. The inspector has no role in the community of practice of the classroom, whereas the teacher has considerable power. ...
... In current educational settings external forces and influences often skew the power base. Demands of society, In response to these notes, Leone Burton draws our attention to a book by Etienne Wenger (Wenger, 1998) that provides a more recent focus on these issues than references to Lave and Wenger (1991) in the conference sessions. Jill Adler's paper also makes reference to Wenger (1998). ...
This paper contains detail from, reflection on and synthesis of the Conference held in Gausdal, Norway, in March, 2000, on 'Social Constructivism, Social Practice Theory and Sociocultural Theory: Relevance and Rationalisations in Mathematics Education'.
... For example, in a study, Al Hakim et al. found in a robotics education course that students who were given opportunities to interact with physical robots outperformed students who interacted with robots in a virtual environment and those who did not interact with robots at all. In situated Learning, learners are at the center of knowledge generation, constantly connecting new information with their previous knowledge (Lave & Wenger, 1991). They co-construct knowledge mentally or cognitively through social interactions and collaborations in the classroom (Vygotsky, 1978). ...
... They co-construct knowledge mentally or cognitively through social interactions and collaborations in the classroom (Vygotsky, 1978). Lave and Wenger (1991) characterize the social process of situated learning as legitimate peripheral participation (LPP), which describes how newcomers in an apprenticeship system become experienced members and eventually old-timers of a community of practice. For example, LPP allows beginning learners to participate from the periphery of a learning community when they have little experience or knowledge related to a collaborative project. ...
... McConnell 2000 and Lewis and Allan 2005). This work was underpinned by theories of communities of practice (Lave and Wenger (1991), Wenger (1998), Wenger (2003), Wenger, McDermott and Snyder (2002)) and more recently the notion of communities has been critiqued e.g. Hodgson and Reynolds (2005) who investigate how networked learning can promote diverse ideas of community that foster participation. ...
The aim of this paper is to reflect on how conceptions of networked learning have changed, particularly in relation to educational practices and uses of technology, that can nurture new ideas of networked learning to sustain multiple and diverse communities of practice in institutional settings. Our work is framed using two theoretical frameworks: Giddens's (1984) structuration theory and Callon & Latour's (1981) Actor Network Theory as critiqued by Fox (2005) in relation to networked learning. We use these frameworks to analyse and critique ideas of networked learning embodied in both cases. We investigate three questions: (a) the role of individual agency in the development of networked learning; (b) the impact of technological developments on approaches to supporting students within institutional infrastructures; and (c) designing networked learning to incorporate Web 2.0 practices that sustain multiple communities and foster engagement with knowledge in new ways. We use an interpretivist approach by drawing on experiential knowledge of the Masters programme in Networked Collaborative Learning and the decision making process of designing the virtual graduate schools. At this early stage, we have limited empirical data related to the student experience of networked learning in current and earlier projects. Our findings indicate that the use of two different theoretical frameworks provided an essential tool in illuminating, situating and informing the process of designing networked learning that involves supporting multiple and diverse communities of practice in institutional settings. These theoretical frameworks have also helped us to analyze our existing projects as case studies and to problematize and begin to understand the challenges we face in facilitating the participation of research students in networked learning communities of practice and the barriers to that participation. We have also found that this process of theorizing has given us a way of reconceptualizing communities of practice within research settings that have the potential to lead to new ideas of networked learning.
... This philosophical view of the world has been encapsulated in the theory of 'situated learning' (Lave and Wenger, 1991). They argue that most accounts of learning ignore the basic social nature of the learning process. ...
This paper develops an argument for using asynchronous online computer mediated conferencing (CMC) to facilitate the actionlearning set process. It starts with a definition of action learning and then traces the roots of action learning back to the philosophicalposition of social constructionism. From this analysis the paper establishes that the key feature of action learning is the promotion ofreflexivity and the social construction of knowledge through language. The paper then examines the literature on online communication to answer the question, "can an action learning set community be created via a text-only CMC?" Having examinedcompeting responses to this question the paper concludes by considering the main challenge to the argument, (i.e the loss of copresence)and the role of the online facilitator as an ‘online discourse analyst’.
... Pelo contrário, a vida em sociedade é um currículo vivo que propicia possibilidades de aprendizagem a todo momento (GONTIJO, 2022). Segundo Lave e Wenger (1991), a aprendizagem está relacionada à possibilidade de acessar papéis em que seja possível atuar socialmente de forma legítima. Para referirem-se às comunidades que possibilitam o desenvolvimento e a aprendizagem humana, considerando relações de coparticipação entre seus membros, os autores cunharam o termo Comunidades de Prática. ...
Este artigo parte dos resultados obtidas no estudo de Gontijo (2022), que teve como objetivo geral explicar de que forma a afiliação a Comunidades Imaginadas pode influenciar a aprendizagem de inglês como língua estrangeira. Por meio de entrevistas semiestruturadas, foram geradas narrativas de aprendizagens, permeadas por afiliações a Comunidades Imaginadas, empreendidas por estudantes inseridos no curso superior de Letras Português/Inglês da Universidade Estadual de Minas Gerais. Após geração de dados pelas narrativas, apenas a experiência de afiliação a uma comunidade imaginada de uma estudante foi analisada, em virtude da riqueza de seus relatos para o objetivo desta pesquisa. Este artigo foca nas análises da primeira comunidade, aquela que inseriu a estudante no processo de desenvolvimento linguístico. Os resultados confirmaram a afiliação a Comunidades Imaginadas referentes a séries de TV e documentaram a potência que reside em afiliar-se a elas para a aprendizagem exitosa de inglês como língua estrangeira.
... This represents the human-thing level of social relations. The formal structure of research departments is then combined, for example, with informal communities of practice (Lave & Wenger 1991;Wenger 1998;Wenger et al. 2015;Schwengber 2024), and formal positions in such departments (e.g., heads, scientists) are combined with individual competences and the willingness to share or jointly develop knowledge. The distinction of economic interactions on the human-human, human-thing, and thing-thing levels goes back to Léon Walras (1874Walras ( /2010. ...
... The objective is to recruit academically talented low-income students through two pipelines, retain them through transparency of the hidden curriculum, and see them through to graduation in a STEM field from HU [2]. The Integrated and Achievement Mentoring (iAM) Program is a Track 3 (multi-institution) funded program built on the theoretical framework of legitimate peripheral participation [3] with an emphasis on inclusivity, community, and belonging [4]. To date, the Program has increased Scholar retention, academic performance, and engagement with student support services relative to peers [5]. ...
... The concept of Communities of Practice (CoPs), first introduced by Lave and Wenger [1] and further expanded by Wenger [2], emphasizes learning as a social, participatory process that develops through sustained engagement in shared practices. In the context of higher education, CoPs are recognized as fundamental to facilitating institutional knowledge exchange, professional development, and academic innovation. ...
Community of practice (CoP) has been seen as a pivotal support for higher education institutions to implement their social responsibilities. Even though this model is widely admired, assessing its effectiveness and sustainability still faces many challenges: (1) the absence of an appropriate index reveals the significance of CoP; (2) the difficulty of realizing quantitative assessment; and (3) the strategies to improve contribution sustainably by considering CoP development. To address these challenges, a comprehensive Higher Education Social Responsibility Contribution Index (HESRCI) is constructed by taking into account the CoP key influence factors. An FBN model is further developed for the purpose of assessing the various corresponding contributions quantitatively and investigating the potential interdependencies between influence factors. The effectiveness of the proposed approach is evidenced by the quantitative indication of CoP’s contributions to priorities. Research findings also highlight the significance of CoP governance, the mechanism of resource allocation, and team development, in particular, in facilitating the synergy between university development and sustainable socio-economic growth. In addition, it provides data support and a theoretical basis for higher education institutions to make more informed decisions when implementing industry-education integration strategies.
... Desde a década de 90, alternativas baseadas na Web têm surgido como forma de viabilizar o CC por meio das Comunidades de Prática Virtuais (VCoP). O conceito de Comunidades de Prática (CoP) é apresentado como um "sistema de atividades no qual participantes compartilham entendimentos sobre o que fazem, e o que isso significa em suas vidas e para a sua comunidade" (Lave;Wenger, 1991, p. 98). ...
Este trabalho discute o compartilhamento de conhecimento em comunidades de prática. Seu principal propósito consiste no estudo da relação entre barreiras, viabilizadores e motivação para CC em uma comunidades de prática informal do Poder Judiciário brasileiro. Desenvolveu-se um modelo de pesquisa, com hipóteses para confirmação e avaliação do problema de pesquisa. As hipóteses foram testadas por meio de regressão múltipla, com análise fatorial confirmatória, modelagem de equações estruturais e mediação em análise de vias (direta e indireta) para se compreender as condicionantes para o compartilhamento de conhecimento nas comunidades de prática analisada. Os resultados na referida comunidade apontam que: exercer função gerencial e a confiança no ambiente e em colaboradores são preditores para o compartilhamento de conhecimento; os construtos barreiras, motivadores e viabilizadores são também preditores para o compartilhamento de conhecimento; fatores motivadores influenciam barreiras e viabilizadores ao compartilhamento de conhecimento; não foram observados efeitos diretos ou indiretos das barreiras como mediador entre os fatores motivadores e o compartilhamento de conhecimento; foi observado efeito indireto dos viabilizadores como mediadores entre os fatores motivadores e o compartilhamento de conhecimento, porém não se observa o efeito direto.
... It could be perceived that if attendance at lectures and other classes is not mandatory, then attendance is optional, and maybe unimportant, rather than a recognition of students' responsibility for their own learning and their right to choose how they engage. It may also be suggested that some students are not well prepared to be peripheral participants (Lave & Wenger, 1991) in the practice, and show little motivation to engage in the processes that will ensure their learning towards full participation. ...
The paper provides a very brief outline review of research into some key issues that affect students’ performance in mathematics in higher education. Community of practice theory is used to frame and focus the discussion. Policies regarding the recruitment of students, institutional practices for grouping students and the cultures of teaching and learning mathematics are considered. The research reviewed provides a context for examining the contributions of the research reports included within this thematic issue of NOMAD. The reports address three themes: regular approaches adopted in teaching mathematics in higher education, innovative approaches to teaching and learning, with emphasis on student participation in the educational process, and the characteristics of mathematical knowledge students appropriate. The paper endorses calls for large scale studies, especially those which relate teaching approaches, both regular and innovative, to the qualities and characteristics of students’ learning. The absence of a single overarching theoretical framework that embraces all the studies is also perceived as an obstacle that interferes with scientific developments in the field of researching university mathematics education. However, the value of teachers researching their own practice and their students’ learning is argued to be crucial for developing knowledge ”in practice” and this underscores the value of the papers included in this issue of NOMAD, both for the authors and the inspiration of other higher education mathematics teachers who, it is hoped, will be inspired to engage in similar studies.
... The participation metaphor is represented by the work of Sfard (2006), Vygotsky (1986), and Lave and Wenger (1991). Here, and representative for the whole book, theories are seriously discussed by introducing principles, key concepts, how those concepts are related to each other, and possible misinterpretations of concepts. ...
Jeppe Skott, Hans Christian Hansen og Kristine Jess (2008). Matematik for lærerstuderende. Delta: fagdidaktik. Samfundslitteratur, Frederiksberg. ISBN 978-87-593-1340-4
... As Ms, we invited the participants to join us in exchanging and developing insights, in expounding perspectives, and in turning and twisting issues in search of possibilities. We emphasised the need to develop a learning community, a concept elaborated by Jaworski (2004Jaworski ( , 2007, based on the notion of community of practice (Lave & Wenger, 1991;Wenger, 1998). Our foundation was the dialogical approach to mathematics learning developed by Alrø and Skovsmose (2002), in which it is stressed that dialogue is a conversation of inquiry: ...
This article refers to a project in which the preconditions for a subject-oriented1, reflective approach towards mathematics and mathematics education in the context of practice teaching were investigated. Student teachers, their tutors and teacher educators participated in the investigation. The article elaborates on their participation as ”co-researchers” in developing the methodological approach and analyses. In addition, the article explores how the analyses provide insight into the didactical conditions for including a subject-oriented approach in practice teaching. More specifically, it was found that practice teaching communication bears the imprint of an evaluative approach that restrains the development of a subject-oriented reflective approach. The conflicting processes characterising these approaches are highlighted.
... Situated learning. Legitimate Peripheral participation (Lave & Wenger, 1991) 200 72 ...
... Thirdly, in the training of CQ strategies, the process of teachers' modelling of the CQ strategies is also important. Lave and Wenger's (1991) theory of legitimate peripheral participation outlines the gradual process through which learners become proficient through social practice. This theory emphasizes that learning is not merely the transmission of knowledge but occurs through participation as a member of a community. ...
Japanese-speaking graduates are in high demand not only from Japanese companies but also from multinational companies, in order to expand their Japan-related operations and promote diversity. However, for university learners in Singapore, it can be difficult to achieve a high enough competency level to match their requirements because Japanese is only provided as an elective. Therefore, the authors conducted a three-week summer intensive programme aiming at preparing intermediate learners of Japanese for job interviews by collaborating with experts from a Japanese recruiting agency. Previous research shows that there are differences between the expectations and evaluation of business people and Japanese language teachers. Thus, we conducted this study to examine if there are gaps and to explore how to improve learners’ job interview performances. It was found from the mid-term test that the learners lacked ability in ‘Clarification Questions’, which is essential for interviews. Furthermore, it was found that although focused training in the second half of the programme helped to strengthen this skill, mastering it adequately within the programme duration was too difficult. This paper not only addresses the academic gap in current pedagogical practices but also connects with broader educational goals of equipping learners with skills that are directly applicable in real-life situations, including the workplace.
... Notably, scholars have found that impoliteness strategies are not exclusive to a particular platform and can be observed on various social media platforms, including Facebook, Twitter, and YouTube. Previous research has explored various aspects of social interaction and communication, revealing significant insights into politeness and face-work (Brown & Levinson, 1987;Goffman, 1955), as well as the dynamics of learning in social contexts (Lave & Wenger, 1991). Searle (1969) contributed to understanding speech acts, while Sperber and Wilson (1986) examined the role of relevance in communication, highlighting cognitive processes involved in interactions. ...
This research aims to analyze impoliteness strategies found in the Instagram comments of Jennie, a famous celebrity. The study employs a discourse analysis approach to identify and categorize various impoliteness strategies that may appear in these comments. Research data were collected from comments posted on Jennie's Instagram posts within a specific time frame. The results of the study reveal several impoliteness strategies commonly found in these comments, such as insults, mockery, and the use of offensive language. Additionally, the research identifies the contexts or situations that may trigger the use of these impoliteness strategies. Data analysis is conducted qualitatively, citing examples of comments that illustrate each impoliteness strategy. The findings of this research can provide insights into how celebrities like Jennie can become targets of impoliteness on social media and may assist in the development of strategies for handling and managing impolite comments on social media platforms. The study also offers a deeper understanding of social media users' behavior when interacting with public figures and the cultural and social implications of impoliteness strategies in online communication.
... According to the learning community theory by Lave and Wenger (2019), effective learning occurs in the context of community and social interaction. By building a support network between adolescents, families, indigenous leaders, and health workers, the Extend phase ensures that the program runs sustainably and is relevant to the needs of the community [51] The implications of this study show that the reproductive health literacy assistance program for Sinar Resmi indigenous adolescents has great potential to increase adolescent knowledge and awareness about reproductive health. The program provides relevant and comprehensive information and incorporates a participatory approach that actively engages adolescents in every stage of mentoring activities. ...
Pemerataan kesehatan tidak hanya pada masyarakat umum, tetapi pada masyarakat adat karena mereka seringkali menghadapi tantangan unik yang berkaitan dengan akses terhadap layanan kesehatan, sehingga diperlukan adanya pendampingan. Penelitian ini bertujuan untuk mengembangkan model bantuan literasi kesehatan reproduksi bagi remaja di Kesepuhan Sinar Resmi, Cisolok. Model ini dirancang untuk meningkatkan pengetahuan, sikap dan keterampilan remaja dalam menjaga kesehatan reproduksinya melalui pendekatan berbasis budaya dan partisipatif. Metode penelitian menggunakan pendekatan kualitatif dengan metode Grounded Theory yang memungkinkan teori muncul dari data lapangan. Peserta terdiri atas tokoh adat, anggota adat, remaja, orang tua, perwakilan desa dan tenaga kesehatan, yang dipilih menggunakan purposive sampling. Teknik pengumpulan data meliputi observasi peserta, wawancara mendalam, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa pengetahuan remaja mengenai kesehatan reproduksi masih terbatas dan terdapat hambatan budaya dalam berkomunikasi tentang kesehatan reproduksi. Model pendampingan yang dikembangkan berdasarkan teori pembelajaran partisipatif dan kontekstual, serta integrasi nilai-nilai tradisional dan kearifan lokal, diharapkan dapat meningkatkan literasi kesehatan reproduksi remaja dan memperkuat peran keluarga dan masyarakat adat dalam mendukung kesehatan reproduksi remaja secara berkelanjutan. Model ini mencakup tahapan pendahuluan, hubungan, aplikasi, refleksi, dan perluas, yang disesuaikan dengan prinsip-prinsip model keyakinan kesehatan. Temuan menunjukkan bahwa penerapan model ini dapat meningkatkan pengetahuan, sikap dan keterampilan remaja secara signifikan dalam menjaga kesehatan reproduksinya, serta memperkuat peran keluarga dan masyarakat adat.
... This illustrates that humans are able to interpret and understand oral mathematical arguments in spite of incorrect mathematical terminology. This also relates in some sense to Lave and Wenger's (1991) notion of learning as legitimate peripheral participation. These mathematics students are metaphorically speaking peripheral, on the border of the mathematics community and newcomers to the realms of mathematics. ...
The aim of this study is to investigate whether it is possible to illuminate the development of conceptual understanding of the dot product through analyses of smallgroup dialogues. In the study we will focus on language, i.e. on the nature of the argumentation that develops. The article presents a rationale for conceptual learning and collaborative learning from a socio-cultural perspective. The article focuses on four sequences that make intelligible how the students use mathematical language and show a highly coordinated thinking-together mode. In spite of inaccurate mathematical formulations, the problem-solving process evolves and the students understand each other. The sequences also show how the students’ argumentation evolved, how it changed because of the listeners’ contributions, and in which way definitions are understood, used and applied.
... Situated Learning Theory (Lave & Wenger, 1991) and Vygotsky's Sociocultural Theory (1978) highlight the importance of context and social interaction in learning. Google Lens allows learners to acquire vocabulary in authentic contexts by translating texts they encounter daily, supporting situated learning. ...
This study explores the effectiveness of Google Lens in enhancing English vocabulary acquisition through its real-time translation capabilities. As technology increasingly integrates into educational practices, innovative tools like Google Lens offer potential benefits for language learners. This research assesses how real-time translation impacts vocabulary acquisition among English as a Second Language (ESL) learners. A mixed-methods approach was employed, involving quantitative analysis of vocabulary test scores before and after the intervention and qualitative analysis of learner experiences gathered through surveys and interviews. Participants included a diverse group of ESL students who used Google Lens to translate and learn new English words in various contexts over a specified period. The findings indicate that Google Lens significantly improves vocabulary retention and comprehension compared to traditional learning methods. Learners reported increased engagement and confidence in their language skills, attributing this to the immediate and contextual feedback provided by the tool. The study concludes that integrating Google Lens into language learning can be a powerful strategy to enhance vocabulary acquisition. This conclusion has practical implications for educators and learners, equipping them with the knowledge to effectively leverage technology in language education and improve their teaching and learning practices.
... Elevene tar med seg erfaringer fra sin egen hverdag inn i skolen. Denne laerlingemodellen blir, i følge Lave & Wenger (1991), kalt for 'legitimate peripheral participation'. De understreker at laering er en situasjonsbestemt aktivitet og denne modellen er opptatt av den prosessen som det er for en nykommer som skal bli en del av et praktisk samfunn. ...
Artikkelen er skrevet på bakgrunn av hovedoppgaven 'Problemløsningsprosesser i geometri. Lærerstudenters samarbeid i smågrupper: En dialogisk tilnærming' (Bjuland, 1997). Målet er å identifisere hvordan studenters matematiske forståelse utvikler seg i en sosial sammenheng og ved bruk av matematisk språk i smågruppedialog. Artikkelen introduserer det teoretiske bakgrunnsmaterialet som består av fem hovedområder: problemløsning, læring gjennom samarbeid (L G. S.), affektive sider, klasseromsforskning og sosial og kulturelle sider. En etnografisk tilnærming har vært den grunnleggende metoden for innsamlingen av det empiriske materialet, mens det er brukt en 'dialogisk tilnærming' for å tolke og analysere gruppesamtalen. Artikkelen fokuserer på fire episoder fra gruppesamtalen som gir et inntrykk av studentenes matematiske tenkning og utvikling, studentenes sosiale ferdigheter, et av studentenes matematiske gjennombrudd i løsningsprosessen og studentenes evne til å reflektere over gruppesamarbeidet. Resultatene fra analysen av gruppediskusjonen viser at studentene har utviklet sin forståelse i matematikk og sine sosiale ferdigheter. Det er et sterkt samspill mellom faglige og sosiale ferdigheter formidlet gjennom språket.
... Social practice theory is concerned with how local practices are negotiated and evolve, whether in the case of tailoring in Liberia (Lave, 1996), insurance companies in the US (Wenger, 1998), or caste systems in Nepal (Holland et al., 1998). It is also concerned with how such practices orient agency and meaning making in open-ended ways, for instance when newcomers move from peripheral to more comprehensive participation in the practice in question and change their identities in the process (Lave & Wenger, 1991). ...
Identity studies tend to draw on participatory frameworks. Some focus on identities on offer in professional development programmes or in general educational discourses; others relate identities to other social worlds and teachers’ biographies. I argue that neither pays sufficient attention to identities as they emerge in school and classroom contexts and that supplementary approaches are needed. In this theoretical essay, I present one such approach that defines professional identities as experiences and combines the definition with an interactionist framework, Patterns-of-participation. I argue that this combination allows interpretations of short- and long-term relationships between identities and school and classroom processes.
... This highlights the importance of exploring how leadership influences teachers' motivation and successful implementation of CLIL. His view aligns with the social constructivist theories of situated and collaborative learning (Vygotsky, 1978;Lave & Wenger, 1991). Likewise, Miao, Pinkwart, and Hoppe (2006) highlighted the social dimension of learning by proposing that knowledge is embedded within communities of practice, mirroring the holistic frameworks of situated and collaborative learning. ...
Content and Language Integrated Learning (CLIL) focuses on content and language objectives in teaching and learning activities. The study has explored the English language teachers’ perceptions of the Content and Language Integrated Learning (CLIL) approach in the context of English language classrooms conducted in urban secondary schools in Kaski, Nepal. The study utilizes the narrative inquiry research design, remaining under the interpretive paradigm of the research. Four English teachers from different schools participated in this exploration, providing valuable insights that followed a systematic process to collect and analyze data. In-depth interviews using open-ended questions allowed for a comprehensive exploration of their perceptions. The study uncovered a multifaceted picture of English language teachers' perceptions of implementing CLIL. Teachers expressed varying awareness of the CLIL approach, highlighting the importance of training and continuing support for professional development. Challenges identified include a lack of training, insufficient CLIL materials, and low English language proficiency among students, hindering effective CLIL instruction. The study suggests that strengthening teacher training, resource allocation, and classroom management strategies can create a more conducive learning environment, fostering the successful integration of the CLIL approach in English language classes. The findings suggest the active involvement of educational authorities in addressing these challenges and promoting the effective use of CLIL for improved language instruction and classroom engagement.
... Integrasi ini tidak hanya memperkaya pengalaman belajar siswa, tetapi juga memperkuat identitas kultural mereka. Temuan ini konsisten dengan teori pendidikan kontekstual yang menyatakan bahwa pembelajaran yang relevan dengan kehidupan sehari-hari siswa dapat meningkatkan efektivitas Pendidikan (Lave & Wenger, 1991). ...
Latar belakang penelitian ini didasarkan pada pentingnya pengajaran agama yang relevan dengan konteks budaya lokal, guna memperkuat identitas kultural dan spiritual peserta didik. Penelitian ini bertujuan untuk mengeksplorasi strategi integrasi antara pembelajaran Agama Islam dan kearifan lokal dalam kurikulum Sekolah Dasar di Kecamatan Luwuk. Metode penelitian yang digunakan adalah kualitatif deskriptif, dengan pendekatan studi kasus yang melibatkan observasi, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa integrasi kearifan lokal dalam pembelajaran Agama Islam mampu meningkatkan pemahaman siswa terhadap nilai-nilai agama dan budaya lokal secara holistik. Kesimpulannya, strategi ini efektif dalam menciptakan kurikulum yang kontekstual dan berkelanjutan, yang tidak hanya memperkaya pengetahuan agama tetapi juga melestarikan kearifan lokal.
... It is worth observing, however, that anything that causes the tutor to reflect upon their teaching activities is ultimately beneficial to both tutor and student The intention is that, with time, use of the template will become sufficiently 'transparent' to allow the author to focus solely upon supporting the learners' needs. A student whose learning needs is supported by means of a learner guide is not precluded from supplementing their learning through the type of social interaction that occurs either in the classroom, by observation of others (Bandura, 1977;, or through the more direct application of knowledge (Lave and Wenger, 1991;Salomon, 1994). Indeed, the template was designed in such a way that it might feasibly support a range of scenarios from modular classroom-based teaching to self-organising study networks that amplify knowledge, to open, blended, distance learning, and embracing a range of learning approaches, from problem-based learning (Boud, 1985;Boud, and Feletti, 1997) to experiential learning (Kolb, 1984) to constructivist interaction (MacFarlane, 1997;Vygotsky, 1978) and cooperative group learning (Gillies and Ashman, 2003). ...
This paper outlines the development of a digitised tool for the repurposing of online resources for further and higher education. A digitised “learner guide template” that supports the semi-structured use of online educational resources was developed and then trialled by further education tutors. The findings of the trialling are presented here. The implications for the further development of the tool is discussed along with the insights gained into the pedagogical requirements of the learner guide template.
... • professional trainers and developers, self employed or in public and private sector organisations In the design of this distributed networked learning course, we aim to help course participants appreciate and understand the ways in which they can use the Internet and the Web in their professional practice, and how they can design and evaluate learning events which focus on group and community work, and which are based on sound principles of active, problem based learning (McConnell, 2002a) We emphasise the implementation of innovatory online practice by creating a supportive and creative research learning community where participants feel free to experiment and "learn by doing", while constantly holding a critical perspective on their practice and the theory underpinning it. The course design draws on various theoretical perspectives to emphasise the educational need for learners to work in social learning environments which stress both the situated nature of learning (Koschmann, 1996;Lave and Wenger, 1991;Packer and Goicoechea, 2000;Salomon, 1998) and the importance of co-production and co-participation (McConnell, 2000;2002a). This is linked to the capability of the Internet and the Web to support group work and provide a virtual environment for learners to work together, share resources and collaborate. ...
The current interest in distributed networked learning communities may be explained, in part, by our need to feel we belong to a group of like-minded people who share out values and beliefs. Distributed networked learning communities focus on developing a culture of learning where members support each other and where no one individual (teacher or student) is responsible for knowing everything. Lifelong learning practitioners (and those involved in continuing professional development) have consistently had an interest in designing for learning communities. The move to Web-based learning environments is now exercising their minds around the question of theoretical designs for networked learning environments that support those values and beliefs they hold to be so important in their practice. Through an in-depth analysis of the theory underpinning the design of an existing distributed networked learning Masters degree course, this paper shows how practitioners involved in lifelong learning courses delivered entirely via the Web can integrate features of computer supported collaborative learning theory into the design to support the educational value of community.
... The Project ECHO model utilises a low-cost, technology-based, hub-and-spoke model embedded in grounded and situated learning theory. It has the potential to rapidly disseminate knowledge and expertise to providers throughout the world [16][17][18][19]. Our pilot study is the first to highlight the potential of an academic-community healthcare provider collaboration to enhance cancer survivorship education utilising the Project ECHO model to meet the site-specific educational needs of community oncology providers. ...
... These few examples from the increasing body of literature on learning networks suggest that the future looks set to involve harnessing technology to a greater degree, not just to deliver content and to support and manage learning, but also to support virtual networks, both within and across organizations. We are therefore interested in considering learning within this situated and social context, as described by Lave and Wenger (1991) and Chaiklin and Lave (1993) amongst others. We recognize that this learning can be both technologically supported, for example using e-learning and Computer Mediated Conferencing (CMC), or not. ...
In order to explore the concept of learning in networks the paper takes as an example a pan-European e Learning project. We report on a small-scale study involving interviews with six partners and participant observation of the Steering Group meetings. Analysis of the data suggests that there are links with earlier literature on inter-organisational learning networks. We believe our findings are useful not simply for the final stages of this project but also for subsequent attempts to facilitate learning in networks, both by ourselves, and others.
Many e-learning (or networked learning) events and courses are designed to encourage the development of groups and communities as the basis for effective learning. E-learning practitioners appear to believe that community is a key factor in the development and maintenance of quality e-learning. The purpose of this Symposium is to provide an opportunity for the presenters and participants to engage in discussion and debate on the importance - theoretically and practically - of designing e-learning events and courses which aspire to bring learners together as "community". The presentations in this Symposium engage with the idea of community from various different but related perspectives. This will become clear as each presentation unfolds. This diversity of meanings has implications for the practise of e-learning as well as the understanding of community in e-learning environments. This will be explored in the Symposium. Papers: Developing Communities of Interest in a European Internet School Martin Beer, Sharon Green, Gillian Armitt, Andrew Sixsmith, Johanna van Bruggen,Ramon Daniels, Ludo Ghyselen, Jan Sandqvist and Frances Slack Retrofitting theory to practice - a reflection on the development of an e-learning community Rachel A Harris and Jenny Niven Negotiation, identity and knowledge in e-learning communities David McConnell POLARIS: A Tool For The Support Of Interactions In Learning Communities Frans Ronteltap Exchanging Stories in Learning Circles, an Imaginative Experience Diana Shore The Potential for the Use of Computer-Mediated Communication (CMC) in Teacher Professional Development Maria Zenios, Frank Banks and Bob Moon
The purpose of this Symposium is to explore critically ideas concerning knowledge construction and on-line environments. Three papers are offered which raise some general issues grounded in particular contexts These papers are addressing three overarching questions: what do we mean by knowledge construction? do we have a sound foundation for believing that knowledge construction takes place in on-line environments? and, what constitutes evidence for knowledge construction? The first question leads us to review attempts to theorise about knowledge creation through on-line discussion. These accounts derive from broadly social constructivist theories of learning and often place particular emphasis on communities of practice. They have a particular relevance in a 'late modern age' when professional knowledge is subject to rapid change and more open to contestation. A common point of reference in this Symposium is the distinction between propositional knowledge and 'practical' knowledge or 'know-how'. We ask how far this distinction is helpful in our consideration of constructing knowledge within and about the on-line learning community. The second question leads us to explore specific examples of online learning and the judgements we have reached about their effectiveness. We recognise the value of on-line learning in giving learners opportunities to share knowledge; to provide peer support; to enable a more measured and reflective type of discourse. At the same time we are aware of the constraints of time and access in the forums we have evaluated and the reticence of some learners to take part. Our experience of evaluating on-line working leads to our third question concerning the evidence of knowledge construction. We have conventional means to evalauting on-line working, such as questionnaires surveys, learners diaries and interviews, as well as new possibilities including dialogues within on-line forums and access to on-line discussion transcripts. We have worked within broadly action research perspectives that have given rise to particular issues concerning the purposes and politics of research and the validation of findings in the experience of learners. Our research poses particular ethical problems to of accountability, confidentiality and permission. Writing about such research, there is a need to acknowledge the personal nature of knowledge and the issues that arise from the researcher's construction of case 'narratives'. Our attempts to consider professional knowledge creation within on-line forums bring us back to considering how we ourselves create our own professional knowledge. Papers: Discourses on collaborative networked learning Catherine Edwards Construction of Professional Knowledge within an On-line Environment: the Case of Teacher On-line Forums Michael Hammond Researching Networked Learning and Teaching: a Case Study in Practitioner Knowledge Construction Philippa Levy
The role of inquiry in teaching and learning has been discussed for a long time and by many leading educational philosophers and analysts. The purpose of this article is to analyse the assumptions and some of the outcomes of two interrelated and extensive developmental projects in mathematics teaching and learning in Norway. The projects – referred to as the KUL projects (Knowledge, Instruction, Learning) – aimed at introducing the notion of communities of inquiry as a basis for developing mathematics teaching and learning in participating schools, and as a model for organizing developmental work in cooperation between teachers and researchers. In several respects, it seems as if the projects have been successful in the sense that they were accepted by the teachers (especially at lower levels) as a productive mode of engaging in developmental work. In the article, the interpretation of the concept of inquiry in the projects is scrutinized. It is argued that in order to develop our understanding of inquiry processes, detailed analyses of the nature of inquiry in interactional activities in mathematics learning is necessary. It is also argued that the notion of inquiry adopted by the projects is based on a conception where inquiry is seen as a means of learning mathematics better. An alternative conception is to see inquiry as a means of promoting critical thinking in which understanding of mathematics is at the core of the development of more general reasoning skills that play a central role in a democratic society.
L’adeguatezza e la capacità delle scuole montessoriane di accogliere bambini e ragazzi nello spettro dell’autismo e più in generale con disturbi e condizioni del neurosviluppo appare alquanto controversa ed è un tema che, attualmente, risulta poco esplorato dalla ricerca educativa nonostante la sua innegabile importanza in termini di possibilità di scelta educativa degli stakeholder.
Partendo dall’eloquente lavoro di analisi scientifica della pedagogia montessoriana realizzato da Angeline Stoll Lillard nel suo libro Montessori: the science behind the genius (2005; 2007; 2016) e attraverso il framework della Pedagogia della Neurodiversità (Cadavero & Salerni, 2022), il presente elaborato, va ad analizzare e approfondire i nove principi cardine della pedagogia montessoriana, enunciati dall’autrice, mettendoli in relazione al paradigma della neurodiversità e ai più attuali orientamenti scientifici rispetto al trattamento e agli interventi educativi portati avanti con bambini e ragazzi nello spettro dell’autismo e con condizioni e disturbi del neurosviluppo valutandone, al contempo, similarità e divergenze con i contesti educativi tradizionali in modo da poter chiarire se e quanto le scuole montessoriane possano essere considerate effettivamente una buona scelta per lo sviluppo neuroculturale di bambini e ragazzi a sviluppo atipico e, più in generale, una buona scelta educativa per tutti e per ciascuno in termini di inclusività e convivenza delle differenze. Completano questo elaborato a carattere esplorativo, osservazionale e trasversale, alcune considerazioni basate sull’analisi statistica, descrittiva e inferenziale, delle opinioni dirette di un campione non probabilistico composto da 54 stakeholder, raccolte attraverso un questionario online redatto con Google Moduli. Alla fine di ogni capitolo e all’interno delle conclusioni, oltre all’analisi della letteratura e delle opinioni degli stakeholder rispetto all’adeguatezza dei principi montessoriani per lo sviluppo neurodivergente vengono inoltre proposti alcuni suggerimenti utili per l’implementazione di tali principi all’interno delle scuole tradizionali seguendo l’approccio dell’evidence based education e dell’Universal Design for Learning.
L’analisi dei principi della pedagogia montessoriana enunciati da Angeline Stoll Lillard conferma la possibilità che le scuole montessoriane, con i dovuti adattamenti e un puntuale lavoro di rete con gli altri servizi, possano garantire un’istruzione e un’educazione di qualità ai bambini e ai ragazzi nello spettro dell’autismo e più in generale a sviluppo neurodivergente o atipico. Per quel che concerne i risultati, la pedagogia montessoriana appare dunque raccomandabile come scelta educativa, tanto all’analisi della letteratura che a giudizio degli stakeholder che hanno risposto al questionario, per queste specifiche popolazioni. Nonostante ciò, i principi montessoriani appaiono ancora piuttosto assenti all’interno dei contesti educativi e scolastici tradizionali e necessitano di essere implementati. Ulteriore ricerca, tuttavia, sarà necessaria in questa direzione per ampliare e confermare i risultati di questo piccolo studio osservazionale a carattere esplorativo.
En la actualidad, la educación media rural enfrenta grandes desafíos para garantizar un aprendizaje significativo, por lo cual es urgente incorporar tecnologías digitales en este ámbito, no como un simple complemento, sino como una necesidad imperiosa. En la educación media rural es evidente, por un lado, la escasa formación docente en el uso de herramientas digitales, lo cual limita las oportunidades en el aprendizaje y, por otro lado, la pandemia del Covid-19 dejó en evidencia la urgencia de adoptar metodologías pedagógicas que responda a las nuevas realidades educativas. El estudio utilizó un enfoque cualitativo, basado en la metodología etnográfica y el paradigma interpretativo. De este modo, se buscó obtener una visión holística de las prácticas pedagógicas implementadas en la E-A de las Ciencias Naturales. Para la recolección de datos, se emplearon entrevistas abiertas, grupos focales y el análisis documental, el software ATLAS.ti se utilizó para el análisis. Este enfoque permitió una interpretación profunda de los hallazgos, el cual permitió integrar de manera efectiva la Realidad Virtual en la enseñanza. Entre las principales conclusiones, se resalta la necesidad de implementar estrategias pedagógicas flexibles, inclusivas y adaptadas a las realidades de los estudiantes. También, se destaca la importancia en la diversificación en los métodos de evaluación. Finalmente, la integración de la RV en nivel educativo, es un recurso valioso, que promueve la interacción y el aprendizaje experiencial.
This study entitled ‘Free and Compulsory Education Policy Practice in Ruby Valley: An Analysis of Impacts and Inequalities’ aimed to explore free and compulsory education policy practices in Ruby Valley Municipality in Dhading District of Bagmati Province Nepal. In this study I sought to answer research questions on policy evolution, policy interpretation, negotiation and contestation in Ruby Valley that shaped localized meaning of policy. I have also considered the impact of the policy practice and how local government leadership have influenced the policy practice of free and compulsory education central in this research.
I employed blended policy ethnographies in which I engaged with the local communities using multiple strategies that varied at different stages of the research accommodating the contextual constraints of time, space, and resources. I started with virtual interaction with the local communities in Ruby Valley and in person participation in community interaction and events and observation sociocultural phenomena at the latter stage of the research.
I continued working on the theoretical framework of the study along with the progress of my study to capture the multifaceted influence different aspects as they unfolded during the study in the given complex social context including which includes multiple theoretical dimensions viz. the power structure, rent-seeking behaviour, street-level bureaucracy, survivalist priorities, discourse theory, and framing of issues that influenced the policy practices of free and compulsory education.
The findings of the study revealed that evolution of free and compulsory education is gradual and has stemmed from the initial forms of public education. I also found that the local community contribution has been instrumental in the vii
development of education institutions. However, as it reached the stage of free and compulsory education, there is increasing gaps between the local communities and schools, as a result some crucial issues of community ownership and management have emerged. The school community disconnect is consequence of the rent seeking behaviour among the authorities, and interest groups that seek to take use their influence in the education institutions for their personal and political interest rather than the wider community interest of quality free and compulsory education. The disconnect has not only detached the policy priorities from community needs but also hindered the local community capacity in policy participation and negotiation.
In addition, I found that the survival priorities and lack of access to information to the rights of the local communities have hindered their ability to contest weak policy implementation. Consequently, it has increased the vulnerabilities of the local communities and compelled them to tolerate illegalities in free and compulsory education policy practice and result into the misalignment between policy statement and policy action.
I conclude that the misalignment between the policy statement and policy action is not limited to the capacity gaps but to the school community disconnect and intentional misalignment between the interest of the local communities and local government authorities. The situation exposes how local communities who created the education systems are detached from the school institutions and left vulnerable by creating dual education systems based on their socioeconomic background. It exposes how weakly implemented free and compulsory education results in unequal implication to different groups of people in the community and creates accountability issues, symbolic violence and detachment from school systems with intergenerational equity issues.
Artikkelen bygger på en hovedfagsoppgave fra Høgskolen i Agder. Hensikten med oppgaven var å analysere hvordan matematikk brukes i yrkeslivet, for så å vurdere om funnene bør få konsekvenser for matematikkundervisningen i skolen. Analysen bygger på undersøkelser gjort på tre ulike arbeidsplasser. Krav til utdanning og formell kompetanse på arbeidsplassene spente over et stort spektrum. Studien bekreftet at alt beregningsarbeid var overtatt av dataprogrammer og at vurdering av resultater stod sentralt. I mange tilfelle var matematikken skjult for de som brukte programmene. Programmeneutarbeides av et lite fåtallspesialister. Etter forfatterens vurdering bidrar dette til å forstå hvorfor mange elever i skolen har følelsen av at sjansen er liten for at de kommer til å bruke matematikk som voksne. Konklusjonen er at fagets rolle i samfunnet bør synliggjøres i undervisning.
This book offers a comprehensive exploration of the complex landscape of assessing young people, examining both traditional and innovative approaches. It delves into the theoretical underpinnings of assessment, highlighting the importance of understanding developmental stages and individual differences. The book provides a practical guide to various assessment methods, including standardized tests, observations, and portfolio assessments, discussing their strengths, limitations, and appropriate applications. It also addresses ethical considerations and cultural sensitivity in assessment practices, emphasizing the need for fairness and exclusivity. By examining real-world case studies, this book empowers educators and professionals to make informed decisions about assessment, promoting the holistic development and well-being of young people.
This paper presents a case study of a change and development initiative in the National Health Service. The initiative focused on connecting people and institutions across organisational space to create the pre-conditions for collaborative work. The paper includes evidence from an evaluation of this attempt to create a network in a complex, geographically dispersed organisation. Within the ‘theory of change’ on which the initiative was based are ideas of collaborative learning organisations, and a resistance to bureaucratic authoritarian managerialism. The paper proposes an alternative based on network theory as an alternative way of interpreting the initiative and its effects.
W niniejszym rozdziale podjęto próbę subiektywnego wykorzystania wybranych kategorii teoretycznych z obszaru Krytycznej Analizy Dyskursu do przeanalizowania narracyjnego lokowania dydaktyki w szeregach dziedzin i dyscyplin naukowych. Konkretnie, autorka proponuje spojrzenie na wybrany wycinek dyskursu naukoznawczego z perspektywy semantyki językoznawczej, która poprzez językowe kolokacje indukuje określone rozumienie, a co za tym idzie także uprawianie (społeczną funkcję prakseologiczną) dydaktyki jako procesu kształcenia i jako autonomicznego wobec pedagogiki obszaru poznania naukowego. Tym samym, dokonuje się w owym procesie płynnego (dyskursywnie) rozumienia tytułowe przemieszczanie się podmiotowości dydaktyki, wyznaczające – w perspektywie społecznej - jej prymarne funkcje w kształceniu akademickim, a w perspektywie językoznawczej - w narracjach naukowych na jej temat. Autorka konkluduje rekomendacją, by zwrócić uwagę na społeczne konsekwencje dyskursywnych „ruchów między sceną a foyer” teatru, jakim jest akademia, w kontekście dryfowania określonych dyskursów związanych z kształceniem w polach władzy nie tylko symbolicznej.
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