Situated Learning: Legitimate Peripheral Participation.

Lave, Jeanne; Wenger, Étienne

doi:10.2307/2804509

Cited by 6,821 publications

(2,929 citation statements)

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“…The theory of situated cognition rejects the assumption that learning is the reception of factual knowledge or information. Instead, it is put forward that learning is a process of participation in communities of practice, participation that is at first legitimately peripheral but that increases gradually in engagement and complexity (Lave and Wenger, 1991). When aiming to develop innovations, the task is essentially complex, therefore we assume that it requires an element of mutual learning and co-doing as a group, before truly novel and appropriate ideas can be achieved.…”

Section: Learning By Doingmentioning

confidence: 99%

Towards Creativity Stimulating Design Intervention for Multidisciplinary Innovation Teams

Välk¹,

Mougenot²

2019

Proc. Int. Conf. Eng. Des.

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The aim of our research is to stimulate cross disciplinary design collaboration to improve innovation processes in product and service design domain. We focus on the intersection of biotechnology and design as this field poses great challenges and opportunities for innovation, and it has received little attention in light of technological advancements of digital goods over the past decades. Experimental studies in the area expose challenging interactions, rising from lack of common vocabulary and preconceptions. Organisational management studies suggest that creativity is a prerequisite for innovation in group processes. As such, we are interested in enhancing collective creativity. Numerous studies investigate external creativity triggers, however only on individual level. Our review suggests that external triggers can be effective when the task is problem solving or styling, but ambiguous goals like innovation require stimulation of intrinsic triggers, such as group incidental learning and tacit knowledge. To explain this, we propose a hypothetical innovation approach, that draws attention to cognitive stimulation methods leading to creativity in multidisciplinary teams.

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Section: Learning By Doingmentioning

confidence: 99%

Towards Creativity Stimulating Design Intervention for Multidisciplinary Innovation Teams

Välk¹,

Mougenot²

2019

Proc. Int. Conf. Eng. Des.

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“…Situated learning is a view of learning first developed by Jean Lave and Etienne Wenger in the 1990s. 53,81,82 Situated learning emphasises the importance of social interactions and active participation in learning. It goes further in stressing the necessity of actual experiences for creating meaning.…”

Section: Situated Learningmentioning

confidence: 99%

Education and service: how theories can help in understanding tensions

Cleland

Durning

2018

Medical Education

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Objectives This paper reviews why tensions between service and education persist and highlights that this is an area of medical education research (MER) that, to date, lacks a robust body of theory‐driven research. After carrying out a review of the literature on service–education tensions in medical education and training, we turn to consider how theory can help provide new insights into service–education tensions. Methods We conducted a search of the literature on service–education tensions since 1998 to examine the use of theory in studies on this topic. Results We identified 44 out of 603 relevant papers. Their focus fell into four broad categories: time residents spent on ‘service’ and ‘education’; perceptions of the balance between service and education; considerations of how best to define service and education, and the impact of structural and systems changes on education/training. Of the papers reporting primary research, the dominant methodology was the bespoke survey. Rarely were the precise natures of tensions or how different factors interact to cause tensions examined in detail. Discussion Through discussion and reflection, we then agreed on the applicability of four sociocultural theories for illuminating some examples of service–education tensions. We present four sociocultural theories: Holland's figured worlds, Kemmis et al.'s practice architectures, Lave and Wenger's situated learning and Engeström's cultural‐historical activity theory (CHAT or AT). We describe each and then briefly illustrate how each theory can support new ways of thinking and potential directions for research focusing on education–service tensions. Conclusions The use of theory in research studies will not resolve service–education tensions. However, what theory can do is illuminate and magnify different aspects of service–education tensions, to generate new insight and knowledge that can then be used to inform future research and changes in practice.

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“…Practice is one of the key concepts of social science. With inspiration from Marx, a number of prominent social theorists have discussed the interplay between social reproduction and social change in everyday practices, including Bourdieu (1977), (Giddens, 1984), de Certeau (1984 and Lave & Wenger (1991). Positioning themselves as distinct from structuralism, as well as from essentialist agent perspectives, these theorists have approached practice as emerging in the tension and interplay between, on the one hand, existing historical, sociocultural and material structures and, on the other hand, human agency.…”

Section: The Educational Potential Of Waste Practicesmentioning

confidence: 99%