Community of practice A community of practice (CoP) is a group of people who share a craft and/or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. Overview Origin and development Early years Later years
Please authenticate... Lave and Wenger on Situated Learning at newlearningonline Jean Lave and Etienne Wenger argue that learning is necessarily situated, a process of participation in communities of practice, and that newcomers join such communities via a process of ‘legitimate peripheral participation’—or learning by immersion in the new community and absorbing its modes of action and meaning as a part of the process of becoming a community member. In the concept of situated activity we were developing, however, the situatedness of activity appeared to be anything but a simple empirical attribute of everyday activity … It implied emphasis on comprehensive understanding involving the whole person rather than ‘receiving’ a body of factual knowledge about the world; on activity in and with the world; and on the view that agent, activity, and the world mutually constitute each other … Learning viewed as situated activity has as its central defining characteristic a process that we call legitimate peripheral participation. Lave, Jean, and Etienne Wenger. 1991.
The Learning Planet | About Bridget McKenzie I’m working on an ambitious ongoing enquiry into learning, culture and ecology called The Learning Planet. For research, I’m using my main blog of the same name for short pieces of writing. I’m clipping links, quotes and responses into this ‘Green Knowing’ Tumblr. This all feeding into a short book, a primer for ecological ways of knowing. I speak at many conferences and events and publish articles about these topics, so please contact me on email@example.com if you are interested. Like this: Like Loading...
Jean Lave, Etienne Wenger and communities of practice contents: introduction · communities of practice · legitimate peripheral participation and situated learning · learning organizations and learning communities · conclusion · references · links · how to cite this article Many of the ways we have of talking about learning and education are based on the assumption that learning is something that individuals do. Furthermore, 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’ (Wenger 1998: 3). Jean Lave was (and is) a social anthropologist with a strong interest in social theory, based at the University of California, Berkeley. Etienne Wenger was a teacher who joined the Institute for Research on Learning, Palo Alto having gained a Ph.D. in artificial intelligence from the University of California at Irvine. Communities of practice In some groups we are core members, in others we are more at the margins. The domain. The community.
John Seely Brown on Motivating Learners (Big Thinkers Series) John: Probably the most important thing for kids growing up today is the love of embracing change. I mean, the catch for preparing students for the 21st century workforce is "How do you get kids that have curiosity and a questing disposition?" We have called it in the past "the gaming disposition." If you look at the disposition of hardcore gamers such as World of Warcraft, massive multi-player games, the surprising thing that you find, contrary to what people think, is these kids, first of all, are incredibly bottom-line-oriented. They want to be measured, because they want to see how much they're improving. Coming from that gaming disposition I became very intrigued when I landed here in Maui. And it turns out that if you kind of meet these kids they have all come together very much like a guild in World of Warcraft, and what they do is they compete with each other and they collaborate with each other incredibly intensely.
Donald Schon (Schön): learning, reflection and change Contents: introduction · donald schon · public and private learning and the learning society · double-loop learning · the reflective practitioner – reflection-in- and –on-action · conclusion · further reading and references · links · how to cite this article Note: I have used Donald Schon rather than Donald Schön (which is the correct spelling) as English language web search engines (and those using them!) often have difficulties with umlauts). Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. Donald Schon Donald Schon was born in Boston in 1930 and raised in Brookline and Worcester. Working from 1957-63 as senior staff member in the industrial research firm Arthur D. Donald Schon became a visiting professor at MIT (Massachusetts Institute of Technology) in 1968. Public and private learning, and the learning society Conclusion
download?doi=10.1.1.92 The Power of Pull and PKM The Power of Pull by John Hagel. John Seely Brown & Lang Davison looks at how digital networks and the need for long-term relationships that support the flow of tacit knowledge are radically changing the nature of the enterprise as we know it. It is also an excellent reference book for understanding many facets of personal knowledge management. I have had this book on my reading list for quite some time and luckily Jay Cross gave me a copy which I read on the flight back from the west coast this week. PKM helps people stay focused on the edges of their knowledge and look for innovation and opportunity. Edge Participants also often reach out to participants in the core in an effort to build relationships and enhance knowledge flows. PKM is a process of moving knowledge from the edge (social networks) to the core (work teams) and back out to the edges. Find (Seek)Connect (Seek)Innovate (Sense)Reflect (Share) As the authors write, “Pull is not a spectator sport.”
Better Ways to Learn Photo Does a good grade always mean a student has learned the material? And does a bad grade mean a student just needs to study more? In the new book “How We Learn: The Surprising Truth About When, Where, and Why It Happens” (Random House), Benedict Carey, a science reporter for The New York Times, challenges the notion that a high test score equals true learning. He argues that although a good grade may be achieved in the short term by cramming for an exam, chances are that most of the information will be quickly lost. Mr. “Most of us study and hope we are doing it right,” Mr. For starters, long and focused study sessions may seem productive, but chances are you are spending most of your brainpower on trying to maintain your concentration for a long period of time. “It’s hard to sit there and push yourself for hours,” Mr. The first step toward better learning is to simply change your study environment from time to time. “The brain wants variation,” Mr. A Review of ‘How We Learn’
John Seely Brown: Learning, Working & Playing in the Digital Age From Serendip The following is based on a tape transcription of a talk by John Seely Brown at the 1999 Conference on Higher Education of the American Association for Higher Education A pdf file of the tape transcription is available from the The National Teaching and Learning Forum. Text and figures of the html version provided here, with the permission of John Seely Brown, are the same as those in the available pdf version. To make it convenient for Serendip visitors, we have somewhat altered the layout of materials and added some accessing elements and links. where it appears. Thank you—but first a brief preamble about documents given what Russ just said. What I want to do this morning is to provide some evocative comments rather than give a coherent, logically argued talk. I became interested in learning ecologies because of their systemic properties. So let's look at the Web, or how it is evolving-rapidly evolving. A second example: Hewlett-Packard and the Web.