Podcasts about situated learning

We conclude our discussion of Jean Lave & Etienne Wenger's "Situated Learning: Legitimate Peripheral Participation," focusing on what occurred since the book's publication. While communities of practice and their development and management have fueled active conversations, this was not necessary the intended direction of the book. In fact, the book raised more questions about situated learning than it answered. What does that mean for contemporary scholars, especially as new remote modes of learning are becoming more commonplace?

We will examine Lave & Wenger's (1991) renowned book "Situated Learning: Legitimate Peripheral Participation" that developed a novel theory of learning. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group share their knowledge with new members to perpetuate the group identity. It became the foundation for the rich development of literature on communities of practice!

This month, we discuss Jean Lave & Etienne Wenger's Situated Learning: Legitimate Peripheral Participation, published in 1991. This short but powerful book presents a new way of thinking about adult learning as a social activity in which experienced members of a group or community of practice share their knowledge with new members to perpetuate the group identity. They present five case studies – one by Lave herself with four from other researchers – to help broaden the perspective of how situated learning works social involvement in which newer members are initiated through the exercise of low-risk or controlled tasks. In Part 1, we present the book and the case studies to examine how the theory emerged inductively.

Dr James Brooks is joined by his colleagues, Professor Irena Grugulis and Dr Hugh Cook, to discuss their paper - Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service. They discuss what is meant by communities of practice, key findings from their research with the UK Fire and Rescue Service about the process of learning, and practical recommendations from their research.  Read the paper: https://journals.sagepub.com/doi/pdf/10.1177/0950017020913225 (Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service), Work, Employment and Society 2020, Vol. 34(6) 1045–1061  This episode was recorded remotely in May 2022. If you'd like to get in touch regarding the research mentioned, please contact research.lubs@leeds.ac.uk. A https://business.leeds.ac.uk/downloads/download/270/podcast_episode_50_-_transcript (transcript of this episode) is available. About the speakers: https://business.leeds.ac.uk/departments-work-employment-relations/staff/519/professor-irena-grugulis (Professor Irena Grugulis) is Professor of Work and Skills at Leeds University Business School. Her main area of research interest is learning and skills, how employees gain the skills that they have and the various workplace systems and structures that limit or encourage this.  https://business.leeds.ac.uk/departments-work-employment-relations/staff/510/dr-hugh-cook (Dr Hugh Cook) is Associate Professor in Employment Relations and HRM. He researches work and employment, specifically the implementation of strategic HRM and training systems and their effect on employee-related outcomes.  Dr James Brooks is a Lecturer in Management Consulting and HRM. He researches work and employment, specifically how employees share knowledge and skills and also the control, management and regulation of emotions at work.  

This week we take a look at the continent (yes continent, I swear it will all make sense eventually) of… Read more How does Arnie keep his skin attached using Situated Learning in Predator?

At the top of the last episode you learned about Mark Guzdial. Mark is a Professor in the College of Engineering at the University of Michigan. After his talk at Cornell Tech's "To Code and Beyond" I had a chance to sit down with Mark and ask what questions had bubbled up while I listened to his talk live. Probably my most pressing question: what you're saying is great, but we've all seen professors like you on youtube - Mark is a brilliant, animated, ukelele playing Computer Science professor, who, from my time with him, seems as passionate about you learning about his passion topic, as he is about the topic itself. He's a rare mix, and what I'm sure many in the audience wondered - what the country is wondering right now - is how do we bottle some of that, and help thousands of teachers in every state offer young people the experience that surely the students in Mark's class have each semester. For what it's worth, out-of-state tuition at his school is $43,476 with a 26% acceptance rate. A wicked problem, indeed.Enjoy my talk with Mark. My thanks again to Cornell Tech and To Code and Beyond for helping connect us. Notes from this episode:Proust and the Squid: https://www.harpercollins.com/9780060933845/proust-and-the-squid/Elliot Soloway: http://www.soe.umich.edu/people/profile/elliot_soloway/Seymor Papert: https://en.wikipedia.org/wiki/Seymour_PapertLogo: https://en.wikipedia.org/wiki/Logo_(programming_language)Mitchell Resnick: https://web.media.mit.edu/~mres/Pat Bagget, Psychologist: https://catalogue.nla.gov.au/Record/5425464 Situated Learning: https://en.wikipedia.org/wiki/Situated_learning See acast.com/privacy for privacy and opt-out information.

Informal talk - Dibattito sull'esistenza dei "Fenomeni paranormali, Aldilà e ... fantasmi".Attività talk realizzata in classe dagli allievi della 2S - IIS Carlo Levi

Dibattito sull'esistenza degli ufo e dell'area 51.Attività talk realizzata in classe dagli allievi della 2S - IIS Carlo Levi