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Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
li li

Garcia: Taking into account the acquisition of striker Francesco Totti: Roma two six se... - 1 views

Garcia said the transfer market left one day I'm going to study team soccer jerseys together and Sabatini, to see if there are new acquisitions Rome. Totti urged his team-mates prepare for a good ...

started by li li on 03 Sep 13 no follow-up yet
wallaceclient56

Buy Zomato Reviews - 100% Non-Drop,Safe, Permanent, Cheap ... - 0 views

realserviceit.com/...buy-zomato-reviews

Education Web2.0 tools technology learning resources teaching immigration visa 2.0

shared by wallaceclient56 on 17 Aug 23 - No Cached
  • wallaceclient56 on 17 Aug 23
     
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li li

Buy the best player! "High beautiful rich" Real Madrid superstar one years - 1 views

As the 20th Century the world's first club, Real Madrid 21 Century does not stop honor Superstar persecution. Florentino policy advocacy superstar, 2000, Real Madrid worth € 60 million of the world...

started by li li on 03 Sep 13 no follow-up yet
li li

"迪马尔齐奥 official site": Inter met Gustavo broker - 0 views

Inter Milan this summer, has signed to strengthen the midfield cheap soccer shoes . However, due to financial difficulties of the club, Inter Milan Brazilian midfielder missed Paulinho, amounting t...

started by li li on 09 Aug 13 no follow-up yet
Dennis OConnor

Skype and Kinect could be Microsoft's new killer combo - GeekWire - 12 views

www.geekwire.com/...osofts-skype-deal-sense-kinect

skype kinect web 2.0

shared by Dennis OConnor on 10 May 11 - No Cached
  • Microsoft’s blockbuster agreement to acquire Skype is all but assured now, with multiple reports citing a purchase price of $8.5 billion,
  • The skepticism is warranted. Microsoft has had a rough time with big acquisitions in the past, and Skype will be seen by many in the industry as tying its fortunes to an over-the-hill technology giant that has struggled in consumer markets.
  • But many of the people trying to wrap their heads around the deal are missing an important point — the more than 10 million Microsoft cameras connected to television screens in homes around the world.
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  • That’s how many Xbox 360 Kinect sensors have been sold in six months.
  • Whether or not all of this justifies the $8+ billion price tag isn’t clear. Google and Facebook were reportedly discussing $3 billion to $4 billion at one point in their talks with Skype, which suggests that Microsoft was willing to pay a premium to keep those competitors at bay.
  • Dennis OConnor on 10 May 11
     
    A few years from now when the 'Holo Deck" is real and brought to you via the Cloud by our buddies in Redmond, will we remember it all started with Kinect & Skype?    if games drive virtual presence toward a 3d experience... I'll take the ride and try to figure out how to use it in teaching and learning. 
Susan Oxnevad

4 Tools to Build Academic Vocabulary - 0 views

gettingsmart.com/...s-building-academic-vocabulary

education web2.0 Web tools technology learning resources vocabulary

shared by Susan Oxnevad on 02 Oct 12 - No Cached
  • Susan Oxnevad on 02 Oct 12
     
    Technology is an effective and engaging tool that can be used to improve vocabulary acquisition for all learners and engage them in the learning process. Technology resources can provide students with a variety of multimedia content to help them construct knowledge about vocabulary in a way that meets their unique learning needs. Technology allows teachers to design learning experiences that provide students with flexible learning paths. This post will explore some digital tools for helping students construct knowledge about vocabulary.
Maria Älli

A visual dictionary - 31 views

www.visuwords.com/?word=assassination

Like magic! No registration required. A powerful tool for vocabulary acquisition.

shared by Maria Älli on 23 Nov 10 - No Cached
  • Susan Waterworth on 23 Nov 10
     
    Wonderful alternative to the dictionary - colorful, differentiates between nouns, verbs, etc.
Kiran Reddy

FIN 370week 1 Financial Terms and Roles - 0 views

prime-help-fin370-week1.tumblr.com/...ek-1-financial-terms-and-roles

shared by Kiran Reddy on 28 Mar 14 - No Cached
  • Kiran Reddy on 28 Mar 14
     
    Finance is the branch of economics pertaining to the allocation, acquisition, and investment of resources. Finance is also focuses on the creation of economic value and profit for shareholders.It is a sector of economics regarding resource distribution as well as resource management, procurement...
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