E. Wenger's research while affiliated with Cambridge and other places
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Publications (5)
We now can begin to turn the observations of the previous chapter into objects to be analyzed. In the following sections, we recast the central characteristics of these several historical realizations of apprenticeship in terms of legitimate peripheral participation. First, we discuss the structuring resources that shape the process and content of...
Citations
... Informal learning is also shifting, where learners are able to interact with the social and content interactions described by Crompton (2013) as being facilitated by their mobile devices. One additional benefit of mobile technologies is that they can allow learners to learn in context (see Lave & Wenger, 1991, for a discussion of situated learning), meaning that learners can use their devices to seek out information that is specific to the context that they are currently in and to apply it immediately (Comas-Quinn et al., 2009;Uz Bilgin & Tokel, 2019). Encouraging learners to make the most of their mobile devices as a means of not only carrying out assigned tasks and activities but also to interact with new content and people during their formal learning is likely to lead to more positive experiences in their informal learning as well. ...
... As Lave and Wenger (2001) argued identity is inseparable from issues of practice, community, and meaning. The collective identity uniting the ACT CoP members was extant in learning and sharing the practice and technicalities of GEP implementation, institutional change, gender knowledge, and strategies against resistance to gender equality. ...
... Lave and Wenger [31] stated that CoPs are characterized by a shared domain of interest, joint community activities, and a shared domain of practice. CoPs act as knowledge stewarding communities where members can organize and manage a body of knowledge from which they draw professional learning to improve their practice. ...
... It can be used as one of the criteria for judging and predicting the research frontier [14]. In this paper, CiteSpace software was used to explore and analyze the emergent keywords in the field of teaching evaluation research in the context of big data, and a total of 10 emergent keywords were analyzed, and the table of emergent keywords is shown in Figure 5, which are "data mining", "mooc "big data", "spoc", "classroom teaching", "information technology ""teaching evaluation" "smart classroom" "evaluation system" "teaching quality ". with the development and progress of information technology, many teaching resources can be obtained from mugshots, which are popular among scholars because of its advantages of access to high-quality resources without regional restrictions and ease of learning. ...
... As a unique skill set, "situated expertise encompasses not only the situatedness of practices and processes, but also their political (and potentially transformative) dimensions in tracing power imbalances (Vienni-Baptista et al., 2022, p.1); situated expertise is vitally important to engaging in policy, in which power and politics are implicit to policy processes. To achieve this aim, the CoP must reciprocally provide transparency in what the community practices are that novices should obtain (Lave & Wenger, 2000). Moreover, one's cognition is intrinsically coupled with the specific experience/s from LPP, evidencing the critical importance of one's environment for situated learning (Durning & Artino, 2011). ...
