Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives)

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Publisher ‏ : ‎ Cambridge University Press; First Edition (September 27, 1991)
Language ‏ : ‎ English
Paperback ‏ : ‎ 138 pages
ISBN-10 ‏ : ‎ 0521423740
ISBN-13 ‏ : ‎ 978-0521423748
Item Weight ‏ : ‎ 8 ounces
Dimensions ‏ : ‎ 6 x 0.35 x 9 inches

Situated Learning: Legitimate Peripheral Participation (Learning in Doing: Social, Cognitive and Computational Perspectives)

Situated learning is a theory that emphasizes the importance of context and social interaction in the learning process. According to this theory, individuals learn best when they are actively engaged in authentic tasks within a community of practice. One key concept within situated learning is legitimate peripheral participation, which refers to the way in which newcomers gradually become full participants in a community through observing and participating in the activities of more experienced members.

In the book “Learning in Doing: Social, Cognitive and Computational Perspectives”, the authors explore the implications of situated learning and legitimate peripheral participation for education, training, and professional development. They argue that traditional models of education, which focus on the transmission of knowledge from teacher to student, are limited in their ability to prepare individuals for the complexities of real-world tasks and problems.

Instead, the authors advocate for a more hands-on, experiential approach to learning, in which students are actively involved in solving problems, working on projects, and collaborating with others. By engaging in authentic tasks and participating in a community of practice, students can develop the skills, knowledge, and social connections necessary for success in their chosen field.

Overall, “Learning in Doing” offers a comprehensive overview of the theory of situated learning and its implications for education and training. By emphasizing the importance of context, social interaction, and hands-on experience, the authors provide a compelling argument for a more active and collaborative approach to learning.
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