Click here to read my comments and annotations on Lave and Wenger;s Situated Learning Excerpts. My reflection on the Close Reading activity is below, in QQCE form.
Quote: "Notions like those of “intrinsic rewards” in empirical studies of apprenticeship focus quite narrowly on task knowledge and skill as the activities learned. Such knowledge is of course important: but a deeper sense of the value of participation to the community and the learner lies in becoming part of the community." (111)
Although this quote is specifically talking about motivation I think it sums up the article nicely. The authors' main argument was that Legitimate Peripheral Participation suggests a shift away from teacher-driven factual learning, to a more student-driven communal kind of learning.
Questions: Although I can easily envision this working for college students (as we are doing in our own class), and maybe even high school, I am not sure how to envision it for all students. I agree with many of the statements and arguments the authors make, but I wonder how it would play out in practice? What about after-school clubs and activities as communities of Legitimate Peripheral Participation?
Connection: I was able to make a lot of connections to the text from my own experiences, as you can read in the comments. In relation to our class, My participation in the 20% has mirrored this LPP process somewhat. When I needed information about homebrewing, I joined a few Google+ communities to learn more. While I started as a lurker as a "newcomer", I gradually learned terminology and community norms to operate by, and felt more comfortable commenting on posts or asking questions.
Epiphany: I liked the statement,
Although this quote is specifically talking about motivation I think it sums up the article nicely. The authors' main argument was that Legitimate Peripheral Participation suggests a shift away from teacher-driven factual learning, to a more student-driven communal kind of learning.
Questions: Although I can easily envision this working for college students (as we are doing in our own class), and maybe even high school, I am not sure how to envision it for all students. I agree with many of the statements and arguments the authors make, but I wonder how it would play out in practice? What about after-school clubs and activities as communities of Legitimate Peripheral Participation?
Connection: I was able to make a lot of connections to the text from my own experiences, as you can read in the comments. In relation to our class, My participation in the 20% has mirrored this LPP process somewhat. When I needed information about homebrewing, I joined a few Google+ communities to learn more. While I started as a lurker as a "newcomer", I gradually learned terminology and community norms to operate by, and felt more comfortable commenting on posts or asking questions.
Epiphany: I liked the statement,
We hope to make it clear. . .that learning through legitimate peripheral participation (LPP) takes place no matter which educational form provides a context for learning, or whether there is any intentional education form at all
Our students are practicing Situated Learning and LPP in their lives regardless of whether or not we are encouraging it in class. Much like Wagner described his son's passion for Minecraft and initiative in finding resources and communities, our students have passions that they are pursuing and it is up to us as educators to harness that motivation and bring it to classroom learning as well.