Situated Learning Legitimate Peripheral Participation

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Legitimate peripheral participation (LPP) is a theory of learning that was first proposed by Jean Lave and Etienne Wenger in their 1991 book, Situated Learning: Legitimate Peripheral Participation. According to LPP, learning occurs when people participate in activities that are situated in a meaningful social context. In other words, learning takes place when people are actively engaged in something that matters to them and that they care about.

Legitimate peripheral participation is important because it helps to explain how people learn. It also provides a framework for educators that can be used to create learning opportunities for students. According to LPP, educators should provide students with opportunities to participate in meaningful activities, and should also provide them with support and guidance as they participate.

There are several key concepts associated with LPP. The first is that learning takes place in a social context. Learning is not a solitary activity; it occurs when people interact with others and participate in shared activities. The second key concept is that learning is situated. This means that learning is contextualized and based on the specific situation in which it occurs. The third key concept is that learning is participatory. This means that people learn by doing, and that they learn best when they are actively engaged in the learning process. The fourth key concept is that learning is contextual. This means that learning is based on the specific situation in which it occurs, and that it is shaped by the culture in which it takes place.

LPP has been used in a variety of settings, including schools, workplaces, and community organizations. It has been shown to be effective in helping people learn new skills and knowledge. LPP has also been found to be helpful in promoting social and cultural diversity.

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What is legitimate peripheral participation according to Wenger?

In the theory of legitimate peripheral participation, French sociologist and philosopher Arsène Wenger discusses the idea that people can be active participants in something without actually being part of it. He uses the example of a musician who is not a part of the orchestra but still plays an important role in the performance. Wenger believes that this type of participation is legitimate, as long as the person is not taking away from the experience of those who are actually a part of the group.

Wenger has written extensively on the topic of legitimate peripheral participation, and there are a number of factors that he believes are important for it to be effective. First, the person must have a real interest in the activity and be motivated to learn as much as possible about it. They must also be respectful of the people who are actually a part of the activity, and not try to take over or overshadow them. Finally, the peripheral participant must be willing to accept that they will never be a part of the group in the same way as those who are actually a part of it.

There are a number of benefits to legitimate peripheral participation. For starters, it can help people to develop new skills and knowledge. It can also help them to build relationships and connections with others, and to feel more engaged and connected to their community. Finally, it can help to increase diversity and inclusion, by giving people who may not normally have access to certain activities or groups the opportunity to participate in them.

What is a situated learning theory?

A situated learning theory is an instructional model that considers the physical and social context in which learning takes place. It emphasizes the importance of learners being in an environment where they can interact with others and manipulate objects to learn.

The theory was developed by Jean Lave and Etienne Wenger in the 1980s. They argued that traditional models of education, which focus on transferring knowledge from teacher to student, are ineffective because they ignore the social context of learning. Lave and Wenger believed that learners are more likely to remember and understand information when it is contextualized within their own culture and experience.

The situated learning theory has been influential in the development of constructivist teaching methods, which promote active and collaborative learning. It has also been used to design online learning environments that are more effective in engaging students.

What are the characteristics of situated learning theory?

Situated learning theory (SLT) is a prominent theory of education that has been developed over the last few decades. The theory has been influential in shaping our understanding of how people learn in their everyday lives and has generated a large body of research. The following are some of the key characteristics of SLT:

1. Learning is situated in activity or practice.

One of the central tenets of situated learning theory is that learning takes place in the context of activity or practice. Learning is not a separate process that takes place in a vacuum, but rather it is situated within the activity itself. This means that learning is not something that is done in a classroom or in isolation, but rather it is something that is embedded within the activity itself.

2. Learning is context-dependent.

Another key characteristic of situated learning theory is that learning is context-dependent. This means that the learning process is shaped by the specific context in which it occurs. The context includes not only the physical environment, but also the social and cultural context in which the activity takes place.

3. Learning is co-constructed.

Another key element of situated learning theory is that learning is co-constructed. This means that the learner and the teacher (or other learners) work together to construct knowledge. The learner is not a passive recipient of information, but rather is actively involved in the learning process.

4. Learning is situated in activity.

One of the key characteristics of situated learning theory is that learning is situated in activity. This means that learning does not take place in a vacuum, but rather it is embedded within the activity itself. This means that learning is not something that is done in a classroom or in isolation, but rather it is something that is embedded within the activity itself.

5. Learning is social and participatory.

Another key characteristic of situated learning theory is that learning is social and participatory. This means that learning takes place in a social context and that learners are active participants in the learning process.

6. Learning is embedded in culture.

Another key characteristic of situated learning theory is that learning is embedded in culture. This means that the learning process is shaped by the cultural context in which it occurs. The culture includes not only the social and cultural context, but also the historical context.

What is the aim of situated learning?

The aim of situated learning is to create an authentic learning environment that allows students to apply their knowledge to real-world situations. Situated learning emphasizes the importance of hands-on, experiential learning, which can help students better understand and retain the material they are learning. In addition, situated learning can help students develop important skills such as communication, problem-solving, and teamwork.

What does peripheral mean in legitimate peripheral participation?

Peripheral in the context of legitimate peripheral participation (LPP) refers to activities that are not the main focus of a person’s work, but are still important for their overall job. LPP is a theory developed by John Seely Brown and Stephen Denning that suggests that people can be more effective and creative if they are allowed to participate in peripheral activities that are not directly related to their main job.

There are many benefits to peripheral participation. First, it allows people to explore new interests and develop new skills. Peripheral activities can also help to stimulate creativity and innovation, as people are exposed to new ideas and perspectives. Additionally, peripheral participation can help to build relationships and social networks, which can be important for career advancement.

What is situated cognition learning theory?

Situated cognition learning theory suggests that learning takes place in the context in which it is used and that knowledge is embedded in activity. It emphasises that knowledge is situated in activity and that learning takes place as people interact with their environment.

The theory was developed in the early 1990s and is based on the work of Jean Lave and Etienne Wenger. Lave and Wenger studied how apprentices learned their trade. They found that apprentices learned by observing and interacting with more experienced workers. They also found that apprentices learned more effectively when they were able to use their knowledge in practical tasks.

Situated cognition learning theory has been applied to a range of areas, including education, training and workplace learning. The theory has been used to develop a range of approaches to learning, including problem-based learning and learning communities.

What is an example of situated learning?

Situated learning is an educational theory that emphasizes the connection of learning to real-world experiences. According to situated learning theory, learning is most effective when it is connected to the learner’s own experiences and culture.

One of the best examples of situated learning is the Montessori method of education. In Montessori schools, students learn by doing tasks that are relevant to their own lives and culture. For instance, a Montessori student might learn to read by reading newspapers and magazines that are relevant to their own community.

Another example of situated learning is the “flipped classroom” model. In a flipped classroom, students learn about a subject by watching video lectures and completing homework assignments online, and then they come to class to work on projects and ask questions of their teachers. This model of learning is especially well-suited to subjects like history and science, which can be difficult to learn in a traditional classroom setting.

Situated Learning Legitimate Peripheral Participation9 min read