Artefact 5: Group work - Building a website

 

    The concept of Legitimate Peripheral Participation (LPP), which was introduced by Jean Lave and Etienne Wenger, is a framework for understanding how individuals learn by becoming part of a community of practice. It emphasizes that learning occurs not in isolation but as an integral part of engaging in social practices alongside more experienced members of a group. It is stated that “…all learning is situated in practice and represents a progression from legitimate peripheral participation to more central, expert participation in that practice; learning can be seen as a form of apprenticeship” (Lave & Wenger, 1991).

    Actually, this model illustrates that learning occurs through participation in social practices, akin to an apprentice learning from a master. Learners start on the periphery, engaging in simpler tasks, and gradually assume more complex roles as they gain experience and competence. As they become more engaged, they move towards full participation, reflecting both their growing expertise and the trust of the community. This approach highlights that learning is embedded in the cultural, social, and historical contexts in which it occurs, emphasizing learning as a social practice where knowledge and skills are transmitted through participation in meaningful activities.

    In the course, we had a task, to apply the aforementioned concept, in which our group of five, created a vocabulary-learning website on Weebly. Working on our vocabulary-learning website was a challenging yet rewarding experience for us because at first, my group and I struggled for a week. We were confused about the task requirements, and our limited technological skills made things even harder. This initial phase reflected what situated learning theory describes as legitimate peripheral participation—we were beginners learning to find our footing.

Our group's website: https://zoeshaneicenehaximranfiona.weebly.com/

    By the second session, everything started to make sense. Through group discussions and the support of Dr. Robyn, we finally understood what was expected of us. This clarity led to a breakthrough: we came up with a creative plan to present vocabulary using learning theories like constructivism, behaviorism, and cognitivism. For example, we used quizzes to reinforce vocabulary (behaviorism) and created activities where learners could share how they use words in real life (constructivism).

    This progress felt like a transition from being beginners to becoming confident participants in the project. Dr. Robyn’s guidance was like the mentorship described in an apprenticeship—helping us move closer to mastery. Collaborating with my group also made a big difference. We shared ideas, learned from each other, and grew stronger as a team. Overall, this project taught me that learning isn’t just about absorbing knowledge; it’s about practicing, overcoming obstacles, and growing with the help of others. This experience showed me the power of community and support in learning, and how we can achieve great things when we work together.

References:

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.