Jean Lave, Etienne Wenger and communities of practice - The Diigo Meta page

• 15 Dec 09
  

  rynipsk

  learning community communities

  • 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'. 
  • Communities of practice are formed by people who engage in
    a process of collective learning in a shared domain of human endeavour:
  • 8 more annotations...
  • • 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)
    • However, members are brought
      together by joining in common activities and by 'what they have learned through
      their mutual engagement in these activities' (Wenger 1998). In this respect, a
      community of practice is different from a community of interest or a
      geographical community in that it involves a shared practice.
    • 'Members of a community of practice are
      practitioners.

    • Situated learning

      
      

      This way of approaching learning is something more than simply 'learning by
      doing' or experiential learning.

    • 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 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'
    • There is an intimate connection between knowledge and activity.
      Learning is part of daily living
• 10 Dec 09
  

  susan van Gelder

  CoP community wenger

• 06 Oct 09
  

  Hilary Short
  • communities
  • everywhere
  • 44 more annotations...
  • • everywhere
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • communities of practice are everywhere and that we are generally involved in a
      number of them
    • In some groups we are core members, in others we are more
      at the margins.
    • common activities
    • domain
    • community
    • practice
    • involved in a set of
      relationships over time
    • joint enterprise and identity
    • a shared repertoire of ideas, commitments
      and memories
    • to develop various resources such as tools,
      documents, routines, vocabulary and symbols that in some way carry the
      accumulated knowledge of the community
    • the ability to undertake larger or more complex
      activities and projects though cooperation, bind people together and help to
      facilitate relationship and trust
    • social capital
    • apprenticeships
    • Learning
      is, thus, not seen as the acquisition of knowledge by individuals so much as a
      process of social participation
    • nature of the situation
      impacts significantly
    • a concern with identity, with learning to speak, act and
      improvise in ways that make sense in the communit
    • Situated learning
    • being full participants in the world and in
      generating meaning
    • 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
    • the community of practice is weak or
      exhibits power relationships that seriously inhibit entry and participation
    • professionalized and
      bureaucratic institutions such as schools
    • communities of practice affect performance
    • an effective way for organizations to handle unstructured
      problems and to share knowledge outside of the traditional structural
      boundaries
    • means of
      developing and maintaining long-term organizational memory
    • how schooling,
      for example, might accommodate
    • 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
    • implications for schools
    • must prioritize 'instruction that builds on
      children's interests in a collaborative way
    • to extend
      associational life within schools and
      other institutions
    • intimate connection between knowledge and activity
    • the extent to which education involves informed and committed
      action
• 11 Sep 09
  

  Andrew Murphie

  community collaboration practice

• 10 Sep 09
  

  Sandeep Gautam
  • It not so much that learners acquire structures or models to understand the
    world, but they participate in frameworks that that have structure.
  • his way of approaching learning is something more than simply 'learning by
    doing' or experiential learning. As Mark Tennant
    (1997: 73) has pointed out, Jean Lave's and Etienne Wenger's concept of
    situatedness involves people being full participants in the world and in
    generating meaning
  • 2 more annotations...
  • • 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
    • Learning does not belong to individual persons, but to the
      various conversations of which they are a part.
• 27 Aug 09
  

  Maggie Verster

  CoP studies

• 17 Aug 09
  

  maike online

  CoP learning education community wenger communitymanagement

• 04 Aug 09
  

  TESOL CALL-IS

  Article from the Informal Education Homepage.
  
  infed (the informal education homepage) was established in 1995 as an open, independent and not-for-profit site.
  
  Put together by a small group of educators, it is now accessed around 6 million times a year.
  
  
  Our aim is to provide a space for people to explore the theory and practice of informal education, social action and lifelong learning. We want to encourage educators and animateurs to develop ways of working and being that foster association, conversation and relationship.

  CoP research pedagogy teachers VSL

• 23 Jul 09
  

  rent strike

  education pedagogy

• 14 Jul 09
  

  Samantha Pohl

  CoP learning community education wenger collaboration practice

• 30 Jun 09
  

  Martin Lindner

  ... learning involves a deepening process of participation in a community of practice ... learning is [not] something that individuals do ...Wenger/Lave's model of situated learning ... communities of practice are everywhere ... Some have names, many do n

  communities_ofpractice gld_gruppen annn_gruppen definitions deli

• 

  anja c. wagner

  In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  education community cop informal lll

• 29 Jun 09
  

  Joana Silva

  informal learning

• 28 Jun 09
  

  Dr. Jill Klefstad

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. The article outlines the theory and practice of such communities, and examine some of issues and questions for ieducators and those concerned with lifelong learning.

  communities of practice situated learning. learning education

  • learning involved a process of engagement in a 'community of practice'. 
  • Communities of practice are formed by people who engage in a process of
    collective learning in a shared domain of human endeavour
  • 18 more annotations...
  • • However, members are brought together by joining in common activities and by
      'what they have learned through their mutual engagement in these activities'
      (Wenger 1998).
    • shared practice
    • The domain
    • 'It has an identity defined by a shared domain of interest
    • commitment to the domain
    • shared competence
    • joint activities and discussions
    • The community
    • build relationships that enable them to learn from each other'
    • develop a shared repertoire of resources:
    • organizing around some particular area of knowledge and activity gives members a
      sense of joint enterprise and identity
    • develop various resources
    • social relationships – situations of co-participation
    • concept of situatedness involves people being full participants in the world and
      in generating meaning.
    • formal education institutions have been less ready to embrace these ideas.
    • Learning is in the relationships between people
    • Educators work so that people can become participants in communities of
      practice
    • There is an intimate connection between knowledge and activity
• 25 Jun 09
  

  Center for Teaching & Learning

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considera

  communities practice situated learning

• 

  L Milne

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  communities practice situated learning

  • we
    often assume that
    learning 'has a beginning and an end; that it is best separated from the
    rest of our activities; and that it is the result of teaching
  • Their model of
    situated learning proposed that learning
    involved a process of engagement in a 'community of practice'. 
  • 4 more annotations...
  • • communities of practice are everywhere and that we are generally involved in a
      number of them -  whether that is at work, school, home, or in our civic
      and leisure interests.
    • Learning is in the relationships between people.
    • Educators work so that people can become participants in communities of
      practice.
    • There is an intimate connection between knowledge and activity.
• 19 Jun 09
  

  Hazel Owen

  Communities of practice

• 07 Jun 09
  

  Christopher Stormer

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  learning community collaboration

• 02 Jun 09
  

  dean groom

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  community education wenger practice communities CoP learning collaboration

• 04 May 09
  

  Catherine Lambert

  community learning education wenger collaboration

• 

  Teresa Pombo

  CoP practice learning community education wenger collaboration communities

• 03 May 09
  

  Barbara Lindsey

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

  • 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).
  • 16 more annotations...
  • • 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)
    • 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.
• 25 Apr 09
  

  Marlene G. Forney

  teaching.and.learning sotl communities.of.practice education learning.communities

• 10 Apr 09
  

  Gabi Witthaus

  CoP wenger communities

• 29 Mar 09
  

  Mr. Spraul

  CoP learning education sociocultural

• 25 Mar 09
  

  Emma Nugent

  H800_block1_2009 TMA1_references Block1 Wenger Communities

• 20 Mar 09
  

  Anne Meyer

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considera

  Research education learning Lave

• 27 Feb 09
  

  3 brandice

  learning

• 26 Feb 09
  

  Shelley Hasinoff

  social capital

• 08 Feb 09
  

  José Picardo

  5252M

• 31 Jan 09
  

  Asako Yoshida

  communities_of_practice

• 28 Jan 09
  

  Natalie Lafferty

  communities of practice
  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  communities of practice learning learning communities

• 21 Jan 09
  

  doremi do

  community practice cop learning collaboration wenger CoP

• 09 Jan 09
  

  Sarah Sutter

  community learning collaboration education communities PLN

• 10 Dec 08
  

  maria rodrigues

  CoP

• 

  Roger Stack

  Jean Lave, Etienne Wenger and communities of practice

  collaboration learning research teaching

• 13 Nov 08
  

  S Hein

  cmc CoP ischool-farmproject

• 11 Nov 08
  

  paul lowe

  communities of practice\nThe idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  wimbaconnect CoP community learning collaboration education wenger communities practice

• 

  Youenn Leborgne

  Communities of practice, legitimate peripheral participation, situated learning

  e-learning community social context ULOE_MSc

  • 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'. 
  • Communities of practice
  • 21 more annotations...
  • • The basic argument made by Jean Lave and Etienne Wenger is that
      communities of practice are everywhere and that we are generally involved in a
      number of them
    • Being alive as human beings means that we are constantly engaged
      in the pursuit of enterprises of all kinds, from ensuring our physical survival
      to seeking the most lofty pleasures. As we define these enterprises and engage
      in their pursuit together, we interact with each other and with the world and we
      tune our relations with each other and with the world accordingly. In other
      words we learn.

      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.

    • members are brought
      together by joining in common activities and by 'what they have learned through
      their mutual engagement in these activities'
    • According to Etienne Wenger (1998), a community of practice defines
      itself along three dimensions:

    • What it is about – its joint enterprise as understood and
      continually renegotiated by its members.

      
      

      How it functions - mutual engagement that bind members together into a
      social entity.

      
      

      What capability it has produced – the shared repertoire
      of communal resources (routines, sensibilities, artefacts, vocabulary, styles,
      etc.) that members have developed over time

    • A community of practice involves much more than the technical knowledge or skill
      associated with undertaking some task
    • Communities of practice can be seen as
      self-organizing systems and have many of the benefits and characteristics of
      associational life
    • Legitimate peripheral participation and situated learning
    • 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'
    • Initially
      people have to join communities and learn at the periphery. As they become more
      competent they move more to the ‘centre’ of the particular community. Learning
      is, thus, not seen as the acquisition of knowledge by individuals so much as a
      process of social participation
    • Learners inevitably participate in communities of practitioners and… the
      mastery of knowledge and skill requires newcomers to move toward full
      participation in the socio-cultural practices of a community
    • a relational view of the person and learning
    • This way of approaching learning is something more than simply 'learning by
      doing' or experiential learning

    • 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
    • there have been some significant explorations of how schooling,
      for example, might accommodate some of the key themes and ideas in Jean Lave's
      and Etienne Wenger's analysis

    • Conclusion - issues and implications for educators

      
      

      The notion of community of practice and the broader conceptualization of
      situated learning provides significant pointers for practice

    • Learning is in the relationships between people
    • Educators work so that people can become participants in communities of
      practice
    • prioritize 'instruction that builds on
      children's interests in a collaborative way'
    • There is an intimate connection between knowledge and activity
• 09 Nov 08
  

  Lyndall Miller

  CoP

• 22 Oct 08
  

  Vahid Masrour

  CoP education collaboration learning

• 20 Sep 08
  

  Michelle A. Hoyle

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development. In this article w

  learning education partipation situatedlearning pedagogy communities 2biblio lifelonglearning socialnetworks collaborativelearning

• 19 Sep 08
  

  Roger U

  Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley. Much of her work has focused on on the 're-conceiving' of learning, learners, and educational institutions in terms of social practice.

  social learning learning theory

  • Jean Lave was (and is) a social anthropologist with a strong interest in social
    theory, based at the University of California, Berkeley. Much of her work has
    focused on on the 're-conceiving' of learning, learners, and educational
    institutions in terms of social practice.
  • Jean Lave was (and is) a social anthropologist with a strong interest in social
    theory, based at the University of California, Berkeley. Much of her work has
    focused on on the 're-conceiving' of learning, learners, and educational
    institutions in terms of social practice.
  • 4 more annotations...
  • • Jean Lave (1993) and Etienne Wenger (1999) set the scene
      for some significant innovations in practice within organizations and more
      recently within some schools
    • 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)
    • Members are involved in a set of
      relationships over time (Lave and Wenger 1991: 98) and communities develop
      around things that matter to people (Wenger 1998). The fact that they are
      organizing around some particular area of knowledge and activity gives members a
      sense of joint enterprise and identity.
    • 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.
• 09 Jul 08
  

  Andrea Velasquez

  lave

• 08 Jun 08
  

  K Wagner

  community of practice communities of practice situated learning CoP wenger collaboration

• 16 May 08
  

  Dean Jarvey

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development.

  cop

• 08 May 08
  

  Richard Claassens

  toelichting onderzoeken Jean Lave, Etienne Wenger and communities of practice

  Wenger CoP

• 22 Apr 08
  

  Patricia Donaghy

  seniors

• 05 Apr 08
  

  Rebecca Davis

  communities of practice The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational develo

  collaboration communities_of_practice CoP nitle_virtual_collaboration

• 26 Mar 08
  

  Gabriela Grosseck

  e-learning twitter

• 08 Feb 08
  

  Sharon Thompson

  communities practice

• 28 Jan 08
  

  ereteog

  communauté lave pratique wenger

• 19 Jan 08
  

  Concepción Abraira Fernández

  artículo de interés para analizar los CoPs

  comunidades community CoPs wenger education educación comunidadesdepractica research investigación learning collaboration

• 13 Dec 07
  

  Ryan Lanham

  communities_of_practice learning_theory LearningandEDTECH

• 10 Dec 07
  

  Sylvie Le Bars

  article communautepratique del.icio.us imported pull

• 25 Oct 07
  

  R S

  communitiesofpractice community CoP wenger communities

• 14 Oct 07
  

  Stephan Dohrn

  gbook networks

• 24 Jul 07
  

  Peter Tittenberger

  community community_of_practice del.icio.us imported

• 31 Mar 07
  

  Cindy Kendall

  overview

  CoP community learning Etienne_Wenger collaboration education theory practice teaching Jean_Lave

• 21 Mar 07
  

  Patrick Aroune

  community of practice

  • upposing 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'.
• 13 Mar 07
  

  Wesley Fryer

  essential reading for educators according to Derek Baird!

  learning reading education communitiesofpractice personallearningnetwork

• 24 Jan 07
  

  Daniel

  ict 5252 unit 11

• 03 Jan 07
  

  flea

  web 2.0

  • Being alive as human beings means that we are constantly
    engaged in the pursuit of enterprises of all kinds, from ensuring our
    physical survival to seeking the most lofty pleasures. As we define these
    enterprises and engage in their pursuit together, we interact with each
    other and with the world and we tune our relations with each other and with
    the world accordingly. In other words we learn.

    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)

  • Members are involved in a set of
    relationships over time (Lave and Wenger 1991: 98) and communities develop
    around things that matter to people (Wenger 1998). 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. In other words, it involves
    practice (see praxis): ways of doing and
    approaching things that are shared to some significant extent among members.
  • 1 more annotations...
  • • members are brought together by
      joining in common activities and by 'what they have learned through their
      mutual engagement in these activities' (Wenger 1998)
• 28 Dec 06
  

  patarakin

  Сообщество практики

  communication Community Learning практика

• 09 Dec 06
  

  Marc Sheffner

  linked to by Doug of Borderland: "the notion of peripheral participation and situated learning".

  communities of practice Etienne Wenger situated learning theory Vygotsky sociocultural Learning

• 01 Oct 06
  

  Sheryl Nussbaum-Beach

  CoP

• 11 Sep 06
  

  Carlos Vaz

  comunidade_pratica

• 24 Jun 06
  

  Neli Maria Mengalli

  Communities Practice CoP verbete

• 15 Apr 06
  

  Claudia Bellusci

  CoP

• 12 Apr 06
  

  Derek Baird

  In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.

  CoP community education learning theory yahoo.teachers

• 28 Feb 06
  

  Nancy White

  CoP communities_of_practice

• 01 Jan 06
  

  Hans Henrik H Heming

  The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years.

  CoP community education wenger collaboration

• 10 Dec 05
  

  Mike Nall

  wikipedia

  planning

• 30 Nov 05
  

  Jo McLeay

  Summary article on communities of practice, but expands definition to include Lave & Wenger's notion of Situated Learning

  VATE collaboration communities education learning masters wenger

• 27 Nov 05
  

  Todd Finley

  Game_Philosophy CommunitiesofPractice SituatedLearning

• 05 Nov 05
  

  James Burke

  cop community collaboration knowledgemanagement

• 24 May 05
  

  yenayer Sami
• 15 Jun 04
  

  Joao Alves

  system:imported InternetEducação

Page Comments

• 
  Fernando S on 2006-09-24
  interesante artículo de comunidades en prácticas

Would you like to comment?

Join Diigo for a free account, or sign in if you are already a member.