E. Wenger’s research while affiliated with Cambridge and other places

... CoP are defined 'as groups of people informally bound together by shared expertise and passion for a joint enterprise, who interact regularly to learn about or improve their practice' (Nicolini et al., 2022, p. 680). Central to the formation of CoP is the idea of legitimate peripheral participation (LPP) which stems from interest Lave and Wenger (1991) had in recapturing the term 'apprenticeship'. Situated learning is not based on formal instruction, rather, the focus is on the day-today practices established by CoP members (McDonald and Cater-Steel, 2017;Mercieca, 2017;Jones et al., 2021a). ...

Reference:

Creating an entrepreneurial community of practice: The Centre for Enterprise case

... Legitimately, the concept of community interaction as a feature of situational learning emphasises that learning is thought to be participation of members in the community has direct association for service learning. Acting in the real world according to the proponents of situational learning theory is also worksite appropriate for learning (Lave & Wenger, 2002). However, this circumstance matches the workplace structure in most Service-Learning settings which support students' reflection, community experimentations and self-conception (Kiely, 2005). ...

Reference:

Dilemmas Affecting the Integration of Service-Learning in Technical and Vocational Education in Nigeria

... Articles with 47 or more citations were set as thresholds. Table 1 summarizes the most frequent [20] (16 times), [21] (15 times), and [21] (14 times) out of the 20759 cited references. The co-citation network of ecopedagogy and environment-based learning has been shown using VOSviewer software in Figure 1. ...

Reference:

Bibliometric Analysis of Mapping Trend Ecopedagogy Research in Education

... This interdisciplinary paper brings together socio-cultural theories of learning (Dreier, 1999& 2008, Lave & Wenger, 1991, Guile, 2010, failure theory in relation to education and entrepreneurialism (Stretch & Roehrig, 2021) and performance theory (Schechner, 2013). In doing so, we examine the ways in which students navigate complex individual trajectories across a practical Higher Education (HE) programme situated within a specialist building. ...

Reference:

Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses

... During Pre-pilot 1, a group of six lecturers at the bachelor's degree Program in Education at UCL collaborated on innovative, participatory research-and development activities in a way that corresponded with the UNESCO framework for ESD and the Frascati Manual for ' Research-and-Development' at HE (Frascati Manual, OECD 2015, p. 42-42). The UCL teacher group collaborated as a community of practice (COP) (Lave & Wenger, 2001) on the development of experimental, cross curricular teaching activities in bachelor subjects of 'English as a Foreign Language' and 'Nature & Technology' in spring 2023. The activities focused on 'Sand mining and Sustainability' in a local, regional, and global perspective, with reference to the UNSDGs and the scientific work of Mette Bendixen at McGill University in Canada (Bendixen et al., 2021). ...

Reference:

Sustainable Competences in Higher Educa-tion – Pre-pilot Study