Bibliografías temáticas / Legitimated peripheral participation

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Literatura académica sobre el tema "Legitimated peripheral participation"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 18 de febrero de 2022

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Artículos de revistas sobre el tema "Legitimated peripheral participation"

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Christman, Scott y Cole J. Kupec II. "Addressing STEM Education: The U.S. Defense Industry and Legitimate Peripheral Participation". Journal of Economics, Business and Management 4, n.º 3 (2016): 243–46. http://dx.doi.org/10.7763/joebm.2016.v4.398.

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Bloch, Maurice, Jean Lave y Etienne Wenger. "Situated Learning: Legitimate Peripheral Participation." Man 29, n.º 2 (junio de 1994): 487. http://dx.doi.org/10.2307/2804509.

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Lawless, Aileen. "Action learning as legitimate peripheral participation". Action Learning: Research and Practice 5, n.º 2 (julio de 2008): 117–29. http://dx.doi.org/10.1080/14767330802185632.

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Safran, L. "Legitimate peripheral participation and home education". Teaching and Teacher Education 26, n.º 1 (enero de 2010): 107–12. http://dx.doi.org/10.1016/j.tate.2009.06.002.

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Hasrati, Mostafa. "Legitimate peripheral participation and supervising Ph.D. students". Studies in Higher Education 30, n.º 5 (octubre de 2005): 557–70. http://dx.doi.org/10.1080/03075070500249252.

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SAMIMY, KEIKO, SOONHYANG KIM, JEONG AH LEE y MASATAKA KASAI. "A Participative Inquiry in a TESOL Program: Development of Three NNES Graduate Students’ Legitimate Peripheral Participation to Fuller Participation". Modern Language Journal 95, n.º 4 (diciembre de 2011): 558–74. http://dx.doi.org/10.1111/j.1540-4781.2011.01247.x.

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Hutchins, Edwin. ": Situated Learning: Legitimate Peripheral Participation . Jean Lave, Etienne Wenger." American Anthropologist 95, n.º 3 (septiembre de 1993): 743–44. http://dx.doi.org/10.1525/aa.1993.95.3.02a00340.

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Paechter, Carrie. "Learning masculinities and femininities: power/knowledge and legitimate peripheral participation". Women's Studies International Forum 26, n.º 6 (noviembre de 2003): 541–52. http://dx.doi.org/10.1016/j.wsif.2003.09.008.

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Stephens, Neil y Sara Delamont. "Roda Boa, Roda Boa: Legitimate peripheral participation in diasporic capoeira". Teaching and Teacher Education 26, n.º 1 (enero de 2010): 113–18. http://dx.doi.org/10.1016/j.tate.2009.09.003.

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Bonnette, Rachel N. y Kevin Crowley. "Legitimate Peripheral Participation in a Makerspace for Emancipated Emerging Adults". Emerging Adulthood 8, n.º 2 (18 de julio de 2018): 144–58. http://dx.doi.org/10.1177/2167696818785328.

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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.
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Tesis sobre el tema "Legitimated peripheral participation"

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Hammarsten, Emma. "En webbaserad miljöutbildning för de anställda i Axfoods butiker : En undersökning kring att väcka engagemang". Thesis, KTH, Skolan för teknikvetenskap (SCI), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31769.

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Idag är miljö ett ämne som diskuteras ivrigt av både regering, media och företag. Att bara göra en sökning på internet på ordet miljö ger över 6 miljoner träffar och de första som kommer upp är oftast kopplade till miljöhot, klimatet eller hur kommuner/företag arbetar för miljön med hållbarhetsprogram. Det skrivs som sagt mycket om miljön idag, men hur påverkas vi egentligen av den informationen vi får? Och vad gör vi av den kunskap som vi tar till oss? Detta var något av utgångspunkten för examensarbetet och det som sedan kom att ligga som motivation till den förundersökning som gjordes inom Axfoods butiker. Förundersökningen som skulle ligga till grund för hur man skulle skapa en webbaserad utbildning inom ämnet miljö för de anställda hos Axfood. En utbildning som i och med Axfoods nya hållbarhetsarbete ska kunna få upp kunskapsnivån, medvetenheten och motivationen hos Axfoods anställda, för att de ska börja agera för miljön, både i sitt arbete men också utanför. Frågeställningarna är de följande: Vilka olika innebörder går att identifiera i de anställdas och kunders uppfattningar av begreppet miljö? Vad är de bakomliggande faktorerna till de anställdas och kundernas beteende när det kommer till att agera för miljön? Vad anser anställda och kunder inom Axfood vara det avgörande steget för att människor ska bli mer engagerade och motiverade att agera för en bättre miljö?Det empiriska materialet bygger på ett 70-tal kvalitativa och kvantitativa intervjuer ifrån anställda och kunder inom Axfoods verksamhet. Ett material som enligt en induktiv metod sammanställts och analyserats och som ligger till grunden för de slutsatser som dragits i rapporten.Undersökningen visade på att det idag är relativt jämt fördelat mellan vår positiva och negativa attityd genemot området miljö, men att en person som inte bär på några tidigare erfarenheter kring ämnet och som idag matats med en mängd negativa intryck har en negativ attityd till ämnet miljö. På samma sätt har också en person som bär på negativa erfarenheter ifrån sin uppväxt idag en negativ attityd. Samtidigt som en person som bär på positiva erfarenheter från sin uppväxt har en positiv attityd till ämnet miljö. Det visar sig också att detta kan vara avgörade för hur vi idag agerar för miljön. Negativa erfarenheter har en förmåga att bromsa oss i vårt arbete.Materialet som togs fram visar på att de anställda och kunderna som deltog i underökningen efterfrågar en utbildning inom miljö som ska bidra med de grunder som krävs för att ett fortsatt deltagande i det framtida hållbarhetsarbetet ska vara möjligt. Där tyngdpunkterna som undersökningen visar på ligger i att utbildningen ska bidra med motivation, enkelhet i att bidra och att få reda på hur man faktiskt är med och påverkar sin omgivning. Utifrån detta material ges flertalet orsaker till varför man idag inget gör för miljön och vad som skulle förändra detta beteende. Den största orsaken till att vi idag inte agerar för miljön visade sig vara bekvämlighet, deltagarna har livsstilar och rutinartade mönster som är svåra att bryta eller skära ner på. Detta kan också uppenbara sig i kombination med att man känner osäkerhet inför ämnet miljö i och med att man saknar kunskap, samtidigt som man inte känner motivationen i och med den maktlöshet som sprids bland deltagarna via medias negativa information kring ämnet miljö. Det som prioriteras högst idag bland deltagarna för att väcka ett engagemang är utbildningen som under våren och sommaren 2010 skapades hos Axfood.
Today the environment is a topic discussed eagerly by both the government, media and businesses. Just to do a search on the internet on the word environment provides more than 6 million hits and the first thing that comes up is most often linked to environmental threats, climate changes or how the municipalities / companies are working with environmental sustainability programs. As said before, the environment is a hot topic today, but how much are we humans affected by the information we receive? And what do we make of the knowledge that we receive? This was one of the starting points for this thesis that came to serve as motivation for the pre-investigation that took place in Axfoods stores. A pre-investigation which would be the basis for how to create a Web-based education in the Department of Environment for the employees of Axfood. An education that should be able to bring up the level of knowledge, awareness and motivation of the employees of Axfood, so that they will start thinking more about the environment, both at their work but also outside of it. The questions for this report are: What are the different meanings that can be identified in the employees and customers perception of the concept of environment? What are the underlying factors to the employees and customers behavior when it comes to acting for the environment? What does employees and customers in Axfood consider to be the crucial step for humans to become more engaged and motivated to act for a better environment? The empirical material is based on qualitative and quantitative interviews of employees and customers within Axfood enterprises. A material that according to an inductive method has been compiled and analyzed and which forms the basis for the conclusions reached in the report. The survey showed that it today is relatively equally between our positive and negative attitude towards the field environment, but one person who does not carry any previous experience on the topic and is now fed with a variety of negative impressions is showed to have a negative attitude to the subject environment. Similarly, a person who also carries the negative experiences from their childhood will today have a negative attitude. While a person who carries the positive experiences from their childhood have a positive attitude to the subject environment. It turns out that this can be crucial for how we act today to the environment. Negative experiences have a tendency to prevent us from working. The material shows that the staff and customers who participated in the investigation has a increased demand of an education in the department of Environment that will provide the foundations needed for a continued participation in the future work for sustainability. Where the focus of the study shows that an education like this one should help the employees with motivation, simplicity of contribution and to find out how I im fakt are with and are affecting my surroundings. Based on this material, several reasons on why one doesn´t do anything today for the environment is presented and also what would change this behavior. The biggest reason of why we today are not acting on the environment proved to be convenience, participants have lifestyles and routine patterns that are difficult to break or cut down on. This can also manifest itself in combination with the feeling of uncertainty about the subject Environment in connection with the lack of knowledge, while you at the same don’t get the motivation that is needed from media which leads to the feeling of powerlessness among the participants. The top priority today for bringing involvement among the participants is the education that was created by Axfood in the spring and summer of 2010.
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Bowen, Gervase Michael Reynolds. "Trajectories of legitimate peripheral participation : ethnographic case studies of learning ecology". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41367.pdf.

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Ax, Mossberg Margareta. "Var dags lärande : om lärande i ett arbetsmarknadsprojekt /". Linköping : Utbildningsvetenskap, Linköpings universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15621.

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Walker, David Robert. "Computer-aided collaboration in a graduate-level music analysis course, an exploration of legitimate peripheral participation". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ58954.pdf.

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Szumlic, Thomas Stephen. "Architectural Apprenticeship: A Case Study of Exemplary Practice". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7095.

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The purpose of the study was to describe the nature of the architectural apprenticeship experience from a curricular, instructional, social, and transformative perspective to help interns move from novice status to entry-level expertise in architectural practice. The study examined the apprenticeship experience from a holistic perspective to develop a better understanding of the architectural internship program. To meet the study purpose and inquiry, a case study research design was used to explore and describe the nature of the apprenticeship experience from the perspectives of three stakeholder groups: the interns, the mentors, and the members of the community of practice (CoP). Overall, as evidenced by the perspectives of the Interns, the Firm serving as the case study emphasized all-aspects of architectural practice as the basis for the development of a holistic apprenticeship experience. That is, the Interns participated in the whole of the Firm’s architectural practice. Additionally, the Firm used work- and project-based learning as the vehicle for the apprenticeship curriculum and instruction. As a result, the Interns were grounded in authentic learning and work contexts requiring the application of architectural knowledge and skills. Further, because of the all-accepts of architectural practice and the grounding of work- based and project-based learning, the interns purposefully progressed in expertise through increased participation in architectural projects requiring enhanced demands in terms of knowledge and skills. Study findings highlighted the role of a holistic approach to the apprenticeship experience, the value of immersion in all aspects of architectural practice, and the firm’s commitment to be engaged in a process of shared transformation. As such, related findings should be helpful in the conceptualization and implementation of the architectural apprenticeship experience in the field.
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Dawson, Daphne C. E. "From legitimate peripheral participation to full participation? : investigating the career paths of mature physiotherapy students in a context of changing NHS employment opportunities". Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/315694/.

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This research investigates the experiences of 18 mature career-changing physiotherapists over the first three years of belonging to their new profession, employing and critiquing Lave and Wenger’s (1991) theory of community of practice in so doing. Such newcomers to a profession bring with them social and cultural capital which can impact upon the new workplace and their progress within it, as might their biographies, atypical for their chosen profession. Very little has been written about the effect of importing people experienced in another occupation into a profession. This leaves an empirical and theoretical gap to be explored regarding both the effect on the individuals and on the practice of the communities they join. No-one has considered what might be involved in what amounts to identity re-construction in the new career, and what impact the employment context (possibly unstable or fluctuating) might have on the process. Annual semi-structured interviews were chosen as the appropriate mode of generating data from the main respondents, augmented by single interviews with six physiotherapy managers and four established clinicians to provide additional necessary context. The recorded transcripts were analysed using brief interviewee narratives, pro formas and reflective questions. It was found that previous experience, including upbringing and habitus, were particularly influential in these newcomers’ progress, and individuals may be beginning to self-manage their careers, a practice which questions and adds to Lave and Wenger’s (1991) theory of legitimate peripheral participation. Other elements that contradicted community of practice theory included the fact that it was with patients and their carers that social interaction leading to learning occurred most, and it was often to this client group that practitioners felt loyalty and a sense of belonging, rather than to any community of fellow practitioners. Also solo workers are often isolated from the newcomer and cannot pass on their learning as Lave and Wenger (1991) suggest. Full participation was found to be difficult to define, equating with proficiency rather than expertise. The thesis as a whole gives some indication of the way in which a profession’s traditions may be changing with respect to widening participation and the problems of a context of fractured and uncertain employment.
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Harandi, Ihab. "Barn & ungdomars upplevelser av att ha deltagit i ett kampsportsprojekt". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27610.

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Denna studie handlar barn och ungdomar upplevelser av sitt deltagande i kampsportsprojektet Golden Life av idrottsföreningen Golden Leaf. Uppsatsen har utförts på ett kvalitativts sätt där barn och ungdomar slumpmässigt har valts ut genom att delta via semistrukturerande intervjuer. Ändamålet med studien är att tolka och förstå de barn och ungdomar som har deltagit i ett kampsportsprojekt under hösten 2017. Hur var deras upplevelse under tiden som de deltog och hur gick det sedan när projektet avslutades. Frågeställningen för denna uppsats blir således hur kampsportsprojektet fungerade som socialisations arena. Den teori jag använder mig av är situerat lärande från Lave och Wenger (1991) där social inlärning kan appliceras på ett idrottsfenomen för hur människor anammar instruktioner och hur inlärning sker i socialt sammanhang i relation till sitt idrottsutövande. Men även legitima perifera deltagandet som handlar om hur man tar till sig kunskap där kunskapsbyggandet inte är det viktigaste utan förmågan att lära sig genom att ta in kunskap i en grupp som redan är etablerade i det som ska utövas. På så vis skapas legitimitet och det är inom denna ram som man lär sig det som ska genomföras.Resultatet i denna undersökning utgår från respondenternas egna berättelser där en analys görs i relation till teorin och i viss mån den tidigare forskningen som berör idrott och integration i relation till den sociologiska processen. Resultatet utifrån insamling av empirin visar även hur det finns samband mellan vad intervjudeltagarna beskriver i relation till teorin Legitimt perifert deltagande. Sambandet är tydligt för hur man beskriver utövandet av träningen. Där kampsportmiljön och omgivningens struktur av tränare och andra medlemmar i föreningen tydligt kan kopplas ihop med teorin. Genom att föreningen är öppna mot andra människor även om de inte tillhör den ordinarie verksamheten och bjuder in till deltagande. Detta medför att deltagarna känner sig välkomnade vilket leder till att man deltar och lär sig kampsport.
Abstract This study involves the experiences of children and adolescents with regard to their participation in the Golden Life martial arts project of the Golden Leaf Sports Association. I have conducted qualitative research, in which I have randomly selected children and adolescents who have then participated in semi-structured interviews. The purpose of this study is to understand how children and adolescents experienced the martial arts project in the fall of 2017, and what happened to the participants after the project was over. The question of this paper thus becomes how the martial arts project served as an arena of socialization. The theory used is situational learning from Lave and Wenger (1991) in which social learning used in athletic contexts can be applied to people embracing instructions. Futhermore this theory relates to how physical activity in a social context facilitates learning. But also legitimate peripheral participation that deals with how to acquire knowledge where knowledge building is secondary to the ability to learn and acquiring knowledge in a group already established. In such a way, legitimacy is created and it is within this framework that one learns what is going to be performed.The result of this study is based on the respondents own stories, where an analysis is made in relation to the theory and, to a certain extent, the previous research relating to sport and integration in relation to the sociological process. The result from the gathering of the data also shows how there is a connection between what the interviewees described in relation to the theory of legitimate peripheral participation. The resemblance between how the excercise is described and the actual training is easily identified. The martial arts environment and the environment's structure of coaches and other members of the association can be clearly linked to the theory. Due to the association being open to other people, even if they do not belong to the regular business they do invite others for participation. This means that the participants feel welcome, which leads to the participation and learning of martial arts.
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Ghneim, Jabra F. "The Practice of Belonging: Can Learning Entrepreneurship Accelerate and Aid the Social Inclusion of Refugees in the United States". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8979.

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This dissertation examines the role that culinary entrepreneurship communities of practice, using Lave and Wenger's Legitimate Peripheral Participation (LPP) model (Lave & Wenger, 1991), can lead to better social and economic inclusion for Middle Eastern Muslim refugee chefs in Utah. The life history approach was used to construct life histories for two Middle Eastern Muslim refugee chefs in Utah who joined the Spice Kitchen Incubator (SKI) program. SKI is a community of practice funded by the International Rescue Committee to assist refugee chefs in the resettlement process. This was an exploratory study, and given the limited number of cases reviewed, the conclusions cannot be generalized. However, this study concludes that SKI, as a community of practice, despite the many difficulties faced by refugee programs in the period 2016-2018 (the study period), had a positive impact on the social and economic inclusion outcomes for the participants.
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Tull, Susan Pamela Benjie Cornah. "Enabling e-learning professional development through a blended community of online practice". Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10157.

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Communities of practice that occur naturally within an organisation enable the members to learn through participation in practice together (Lave & Wenger, 1991). However, when a community lacks expertise in 21st century practices, learning these skills through shared practice becomes difficult. E-learning is often marketed as if the tools were easy to adopt and adapt, but effective professional development is required to support educators in learning to employ e-learning tools in their practice. Research shows that effective professional development is timely, relevant, flexible, and often collaborative in nature with examples of good practice. The research presented in this thesis describes the design and implementation of professional development which supports a community of practitioners in building the expertise to incorporate e-learning within its professional practice. The research was informed by a comprehensive review of literature on professional development, with a focus on the area of e-learning, the theory behind the communities of practice concept, and the application of that theory. A design-based methodology was employed to gather data from a range of sources of evidence, over two years, in four iterative cycles of collaborative design, implementation, evaluation and redesign. The context in which the research took place was a small educational organisation with an average of twenty staff members over the duration of the study. This staged implementation of an online environment, designed in collaboration with the community, supported the development of a blended community of online practice and provided timely, relevant professional development in e-learning. Analysis of the research findings produced two instruments: (1) a matrix of strategies for enabling and supporting the development of a blended community of online practice, and (2) a heuristic model to guide the investigation of the learning taking place within the online aspect of a blended community of online practice. These instruments are recommended to designers, developers or researchers supporting the development of a blended community of online practice and the professional development taking place in its online environment.
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Korshed, Lejon Kani y Ludvig Millqvist. "Tyst Kunskap : En kvalitativ studie om hur tyst kunskap tas tillvara på inom detaljhandeln". Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-376745.

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In a society where knowledge is more and more valuable, every moment that knowledge can be shared between colleagues is of great importance. According to our earlier personal experiences, we thought that organizations prioritised explicit knowledge and not tacit knowledge.  To contribute to knowledge on the subject we choose to do a study where we focused on the experiences of coworkers that works in shops. The purpose of the study then became: “to investigate how tacit knowledge is made use of in shops from the perspective of coworkers”. With the purpose in mind, we created two questions: “How does the coworkers of shops perceive that tacit knowledge occurs on their workplace?” and “how does coworkers perceive that they share their tacit knowledge”?  The study is made with a qualitative approach the collection of data has been made through seven semistructured interviews with coworkers. When we analyzed the empiric material, we’ve analyzed it through the theory of situated learning by Lave and Wenger that is included in the sociocultural perspective. Some things that the result showed according to our interpretation was observation and social interactions with other colleagues is the most common way that tacit knowledge can be shared through on the respondent’s workplaces, that the organizations do have a plan to make use of the explicit knowledge in greater extent than tacit knowledge, the respondents views trust as an important factor when it comes to sharing their tacit knowledge.
I ett samhälle där kunskap blir mer och mer värdefullt är vartenda tillfälle där kunskap kan delas mellan kollegor av stor vikt. Våra personliga uppfattningar är att organisationer prioriterar formell kunskap som kan förmedlas i ord och skrift och inte den tysta kunskapen.  För att bidra med kunskap i ämnet valde vi att göra en studie där vi fokuserar på medarbetare som arbetar i butik för att ta reda på deras uppfattningar. Syftet blev då: “att undersöka hur tyst kunskap tas tillvara på inom detaljhandeln utifrån medarbetares perspektiv”. Utifrån syftet skapade vi de två frågeställningarna: ”Hur uppfattar butiksmedarbetare att tyst kunskap förekommer på deras arbetsplats?” och ”Hur upplever medarbetare att de delar sin tysta kunskap?  Studien har gjorts med kvalitativ ansats och datainsamlingen har skett genom sju stycken semistrukturerade intervjuer med medarbetare. När vi analyserat det empiriska materialet har vi gjort det ur teorin situerat lärande av Lave och Wenger som ingår i det sociokulturella perspektivet. Några saker som resultatet visar enligt vår tolkning är att: observation och socialt samspel med andra kollegor är de vanligaste sätten som tyst kunskap delas på respondenternas arbetsplatser, att organisationerna har en plan för att ta tillvara på explicit kunskap i högre utsträckning än tyst kunskap samt att respondenterna ser tillit som en viktig faktor när de ska dela sin tysta kunskap.
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Libros sobre el tema "Legitimated peripheral participation"

1

Wenger, Etienne. Situated learning: Legitimate peripheral participation. Cambridge [England]: Cambridge University Press, 1991.

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Walker, David Robert. Computer-aided collaboration in a graduate-level music analysis course: An exploration of legitimate peripheral participation. 2001.

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Capítulos de libros sobre el tema "Legitimated peripheral participation"

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Iwahori, Takuya. "Disaster Education Based on Legitimate Peripheral Participation Theory". En Integrated Disaster Risk Management, 83–103. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2318-8_6.

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Rasmussen, M. V. "Punching above Its Weight: Denmark’s Legitimate Peripheral Participation in NATO’s Wars". En NATO's European Allies, 262–78. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137035004_13.

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Viteritti, Assunta. "Practice-Based Learning of Novices in Higher Education: Legitimate Peripheral Participation (LPP) Revisited". En Professional and Practice-based Learning, 127–40. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9502-9_9.

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Jarke, Juliane. "Community by Template? Considering the Role of Templates for Enacting Membership in Digital Communities of Practice". En Sociology of the Sciences Yearbook, 183–204. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61728-8_9.

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AbstractThis chapter attends to how the concept of “communities of practice” (Lave and Wenger, Situated learning: Legitimate peripheral participation, learning in doing. Cambridge University Press, Cambridge, 1991) has been taken up by managers and policy makers in trans-local contexts. Although the concept was developed for co-located communities, it was transferred to distributed settings. In such settings, the sharing of practices is not necessarily active, and the performance of community not necessarily tied to their sharing. Some of the ambiguities of the original concept became problematic. The chapter is based on two vignettes that demonstrate how community is understood by policy makers and managers as a form of organisation that needs to be cultivated and coordinated. Continuing on the success of “communities of practice”, a focus of such striving became the sharing of experiences (and “good practices”) in order to foster community building. In a trans-local context, this meant—for the actors responsible for building community—a focus on how practices may be shared actively. One answer to this challenge was to describe local practices in standardised templates. However, different ways of organising the sharing of knowledge objects (e.g. who are the actors that define the structure of templates or how do they determine what counts as ‘good practice’) resulted in different forms of communality.
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"Legitimate Peripheral Participation". En Encyclopedia of Science Education, 615. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_100036.

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"Legitimate Peripheral Participation". En Situated Learning, 27–44. Cambridge University Press, 1991. http://dx.doi.org/10.1017/cbo9780511815355.003.

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Brannan, Matthew. "Sexuality, gender and legitimate peripheral participation". En Communities of Practice. Routledge, 2007. http://dx.doi.org/10.4324/noe0415364737.ch10.

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LAVE, J. "Legitimate Peripheral Participation in Communities of Practice". En Strategic Learning in a Knowledge Economy, 167–82. Elsevier, 2000. http://dx.doi.org/10.1016/b978-0-7506-7223-8.50010-1.

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"Legitimate Peripheral Participation in Communities of Practice". En Situated Learning, 89–118. Cambridge University Press, 1991. http://dx.doi.org/10.1017/cbo9780511815355.006.

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"Legitimate peripheral participation in communities of practice". En Supporting Lifelong Learning, 121–36. Routledge, 2001. http://dx.doi.org/10.4324/9780203996287-11.

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Actas de conferencias sobre el tema "Legitimated peripheral participation"

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Halfaker, Aaron, Oliver Keyes y Dario Taraborelli. "Making peripheral participation legitimate". En the 2013 conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2441776.2441872.

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Guzdial, Mark y Allison Elliott Tew. "Imagineering inauthentic legitimate peripheral participation". En the 2006 international workshop. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1151588.1151597.

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Gasson, Susan y Michelle Purcell. "Legitimate Peripheral Participation in Hybrid FOSS Community Innovation". En Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2018. http://dx.doi.org/10.24251/hicss.2018.575.

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Safadi, Hani y Nicholas Berente. "Legitimate Peripheral Participation and Value Creation in Online Knowledge Sharing Communities". En Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2019. http://dx.doi.org/10.24251/hicss.2019.672.

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Lihua, Liu. "Support Newcomer's Learning in Community of Practice: In Terms of Legitimate Peripheral Participation". En 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.494.

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