scholarly journals Central practitioners’ developing legitimate peripheral participation in a community of practice for changing schools

2015 ◽  
Vol 31 (2) ◽  
Author(s):  
David Woo
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
New Technologies ◽  
Conflicts Of Interest ◽  
Legitimate Peripheral Participation ◽  
Font Size ◽  
Study Approach ◽  
Peripheral Participation ◽  
Organisational Factors

<span style="font-family: Times New Roman; font-size: small;"> </span><p>As new technologies continue to shape society, there has been a greater need for communities of practice to facilitate changing teaching and learning practices through technology in schools. Legitimate peripheral participation through these communities of practice has become an essential means to spread and support this technology integration movement, but understanding this participation in communities has been limited. This paper reports on a study of how central practitioners developed legitimate peripheral participation episodes in an inter-organisational, international community of practice. It describes the qualitative, case study approach to the study, and outlines the community of practice, its central practitioners and the legitimate peripheral participation episodes in which they participated. The paper presents and discusses essential central practitioner individual and organisational factors which enabled the continuity and change of legitimate peripheral participation episodes in the community. Individual factors to emerge from the study include central practitioners’ desire for continuous professional development and individual agency. Organisational factors include an organisation’s distinctive mission, its distinctive roles, and constant negotiation, including conflicts of interest, between organisations and their members. The paper concludes with considerations of the value and relevance of legitimate peripheral participation in an inter-organisational community of practice for changing practices.</p><p class="MsoNormal" style="margin: 0in 28.35pt 0pt; line-height: normal;"> </p><span style="font-family: Times New Roman; font-size: small;"> </span>

Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults

2018 ◽  
Vol 8 (2) ◽  
pp. 144-158
Author(s):  
Rachel N. Bonnette ◽  
Kevin Crowley
Keyword(s):  
Community Of Practice ◽  
Emerging Adults ◽  
Exploratory Study ◽  
Transitional Housing ◽  
Legitimate Peripheral Participation ◽  
Foster Care Youth ◽  
Safe Spaces ◽  
Transition Into Adulthood ◽  
Peripheral Participation ◽  
Housing Facility

Following emancipation from foster care, youth often transition into adulthood without the support of family or school. For some emancipated emerging adults (EEAs), alternative support may come from informal educational programs like makerspaces—safe spaces to learn, explore identities, build relationships, and become entrepreneurs. This exploratory study uses Lave and Wenger’s concept of legitimate peripheral participation as a lens to for analyzing the diverse relationships of three EEAs (ages 20, 22, and 25) to the maker community of practice, as they live in a transitional housing facility and engage with its on-site makerspace and its affiliated museum.

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

How to Utilize an Online Community of Practice (CoP) to Enhance Innovation in Teaching and Learning

2012 ◽  
pp. 532-544
Author(s):  
Jacob Prisk ◽  
Kerry Lee
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Online Community ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Future Trends ◽  
Classroom Learning ◽  
Web Based ◽  
Sustainable Community ◽  
Online Community Of Practice

Involving the community in supporting students’ learning is something most educators would consider high in importance. Communities of practice have proven they assist authentic learning to take place. Developing an online community of practice adds a layer of complexity to classroom learning, as it is more than simply converting activities to Web-based interactions. This chapter provides background to what communities of practice are and how they function. It outlines the considerations needed to design a successful and sustainable community of practice. Utilization, considerations for implementation and future trends will also be elaborated upon.

scholarly journals Communities of Practice as Systems: The Case of TEALEAF

2017 ◽  
Author(s):  
Thomas McCloughlin
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Small Scale ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Social Mapping ◽  
Gradual Development ◽  
The Individual ◽  
Mapping Exercise

This work provides an update to the Erasmus Plus TEALEAF project The outcomes of a week-long EU-funded / Irish Government-recognized teacher course in July 2016 is described within the context of a qualitative small scale study investigating teachers' progress in the course. The explicit aim of the teacher course was to equip a diverse group of teachers with the initial tools to work to produce simple digital apps for learning about biodiversity in their respective domains. A community of practice seeks to establish a new concept of the pre-existing generalised collective conscience through triangulated conversation between the generalised and particularised collective and individual consciences. In particular to revise the generalised collective conscience that teachers can program apps for learning about biodiversity. A number of features of teaching and learning were selected in general and their relationship to constructivism delineated. The teachers were prompted for their responses to each day of the course through a self evaluation tool and the responses were ranked according the the rubric. The data was analyzed using multidimensional scaling - ASCAL procedure - in SPSS 23TM and within the repertory grid domain according to the RepSocio tool in Rep 5TM. The plots show a gradual development throughout the week in terms of specific features becoming 'stronger' or exerting more influence towards the middle of the course and fragmenting after that. Analyses were able to show which participants correlated most closely with the hypothetical IDEAL within the community of practice. Concerning this community of practice, one determine the interrelationships within the community are determined using a social mapping exercise moving from the individual consciences to a particularised collective conscience.

scholarly journals Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service

2020 ◽  
Vol 34 (6) ◽  
pp. 1045-1061
Author(s):  
James Brooks ◽  
Irena Grugulis ◽  
Hugh Cook
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Group Dynamics ◽  
Situated Learning ◽  
Legitimate Peripheral Participation ◽  
Rescue Service ◽  
Rescue Services ◽  
Being There ◽  
The Uk ◽  
Funding Cuts

Legitimate peripheral participation is the bedrock of situated learning. It involves the novice or newcomer acquiring skills through work in a community of practice (CoP). It is generally assumed that CoP learning involves novices moving in a centripetal manner from periphery to core, gaining skills and knowledge from established workers before becoming full members of the community. This article draws on qualitative research in Northern Fire, one of the UK’s largest fire and rescue services, to challenge the idea that novices’ learning progression is linear and sequential, highlighting their fundamental importance in CoPs. It argues that learning is radial, with established workers learning from novices, just as novices learn from established workers. The novices contributed to group dynamics passively, simply by being there; and actively, through their own skills and theoretical knowledge. When funding cuts and austerity curtailed recruitment, the absence of novice firefighters hindered CoP learning.

scholarly journals Semi-authentic practices for student health interpreters

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Ineke Crezee
Keyword(s):  
Community Of Practice ◽  
Professional Practice ◽  
Student Health ◽  
Community Of Learners ◽  
Legitimate Peripheral Participation ◽  
Pedagogical Tools ◽  
Peripheral Participation

This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave & Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and an example of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.

scholarly journals Creating, Sustaining and Realising the Value of a Faculty-wide Community of Teaching Practice

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Michelle Honey ◽  
Trudi Aspden ◽  
Anuj Bhargava ◽  
Louise Carrucan-Wood ◽  
Angela Tsai ◽  
...  
Keyword(s):  
Higher Education ◽  
Communities Of Practice ◽  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Future Directions ◽  
Academic Literature ◽  
Shared Interest ◽  
Wide Community

Communities of practice are frequently described and discussed in academic literature and within education. They are depicted as groups of people with a shared interest coming together and in a higher education setting this shared interest relates to the practice of teaching and learning. The establishment of a cross-discipline faculty-wide community of practice to support educators in higher education is novel. This paper describes the establishment of a community of practice within one university faculty uniting educators across multiple disciplines within the Faculty. Data spanning thirty months since the inception of a teaching and learning community are presented. The findings illustrate a growing community of practice, along with perceived benefits and future directions. The creation of an interprofessional faculty-wide community of practice illustrates how educators can be drawn together because of their common passion for teaching and learning and a mutual concern of how to maximise student learning.

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