Learning, social

Index

Life-Long Learning

Legitimate Peripheral Participation

Current Definition

A term coined by Jean Lave and Etienne Wengner in their book, "Situated Learning: Legitimate Peripheral Participation," (1991). The social interaction between new-comers and old-timers in a "community of knowledge" or a "community of practice". LPP refers "both to the development of knowledgeably skilled identities in practice and to the reproduction and transformation of communities of practice" (p. 55).

Author: Anonymous

Last Edit Date: 2/3/98; 12:27:16 PM

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Related Terms in DynaGloss: Community of Practice

Known Uses of Legitimate Peripheral Participation (All Entries in Dynasites that contain this term in double quotes)

• Semantic Muddle (in CSCL98)
  
• LifeLong Learning and Organizational Memory (in MayWrkshp)
  
• Overall Great Ideas (in Sources)
  
• Teaching, As Learning, in Practice (in Sources)
  

Related Sources

(Entries in Sources that have this term as a keyword)

• Teaching, As Learning, in Practice
• Situated learning: Legitimate peripheral participation

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Annotations

• Further thoughts from Lave & Wenger (1991) (Clarification by Timothy Koschmann, 2/3/98; 4:51:29 PM)

  They go on to say that LPP "includes an increasing understanding of how, when, and about what old-timers collaborate, collude, and collide, and what they enjoy, dislike, respect, and admire. In particular, it offers exemplars (which are grounds and motivation for learning activity), including masters, finished products, and more advanced apprentices in the process of becoming full practitioners" (p. 95). Participation is legitimate because it occurs in the context of doing genuine and productive work. It is peripheral because full participation in the work of the community is a priviledge only afforded to the most experienced members of the community"

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M3 Web-based interaction models Making Argumentation Serve Design Malleable Systems Management of Trouble math ed Media Mental Model Meta-design Microsoft Mixed-initiative Dialogue Models of the Task Models of the User Motivation Multifaceted Architecture for Design Environments Multifaceted Architecture for DODE Multilogue Multiple Specification Techniques Mutual Learning Natural Communication Negotiation, system-based Object-Oriented Design Object-Oriented System Architectures Objective Computability Opacity Organizational Learning Organizational Memory Owner of Problems Participatory Design Perceived Value of a System Performance Support Systems persistent storage classes persistent storage framework persistent storage objects personal and system point of view perspective-taking Portal PPL Problem Framing and Problem Solving Problem Framing and Solving Production Paradox Programmable Design Environments Pull Technologies Push Technologies Python Redesign Reflection-in-Action Relevance to the Task at Hand Remote Explorium Representations for Mutual Learning and Understanding Requirements Engineering Reseeding Retrieval by Reformulation Reuse Scaffolding Scientist and Teacher Partnerships Seeds Self-directed Learning Self-directed Learning and Working Self-regulated Learning Semi-formal Representations SER Model Shared Context Shared Understanding Situated Action/Cognition Situation Awareness Situation Model Social Navigation Soft Software Software Oscilloscope Speaker-Listener Reversal Stakeholders Subjective Computability Symmetry of Ignorance Symmetry of Ignorance (or Asymmetry of Knowledge) System Model Tacit Knowledge Thin Spread of Application Domain Knowledge Tool Kit Transclusion Upstream Design Activities Usable Systems Usage Data Use Time Useful Systems User-Centered Systems User-Centered System Design Utility vacation Vertical Integration Weblog Wicked Problems Zope ZPD

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