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Etienne Wenger home page

Etienne Wenger home page

Etienne Wenger Etienne Wenger Étienne Charles Wenger (born 1952 in the Swiss canton of Neuchâtel)[1] is an educational theorist and practitioner, best known for his formulation (with Jean Lave) of the theory of situated cognition and his more recent work in the field of communities of practice.[2][3] Life[edit] Having grown up in the French-speaking parts of Switzerland,[1] Wenger achieved a B.S. in Computer Science from the University of Geneva, Switzerland, in 1982. He then studied at the University of California, Irvine, in the United States, gaining an M.S. in Information and Computer Science in 1984 and a Ph.D. in the same subject area in 1990.[4] He currently lives in California, USA. Work[edit] Wenger initially came upon the concept of communities of practice when he was approached by John Seely Brown, to join the Institute for Research of Learning. Wenger holds that learning is an inherently social process and that it cannot be separated from the social context in which it happens. See also[edit]

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). But how would things look if we took a different track? 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. Communities of practice The characteristics of such communities of practice vary.

Stories, Scenarios and Micro eLearning Hybrid PD supported by online ‘communities of practice’ With the many professional educational technology resources available to the K12 community today, it’s imperative that we transition from episodic and ineffective models to an interactive environment that is digitally-based and connected 24/7. This “learning powered by technology” is the approach outlined in the DOE’s National Education Technology Plan (NETP), which calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning; accelerate and scale the adoption of effective practices; and use data and information for continuous improvement. Online professional development environments are the key to helping teachers everywhere achieve this goal. Online programs provide a forward-looking model for professional learning that blends effective in-person events, courses, and workshops with expanded opportunities, immediacy, and convenience. Online communities of practice. Accessing knowledge.

Grote opkomst, groot succes voor vierde Community Managers.nl bi Woensdag 4 maart vond alweer de 4e #CMNL bijeenkomst plaats. Ditmaal was de Caballero Fabriek en Winkwaves het toneel voor een interessante meet-up tussen Nederlandse community managers. Mooi om te zien hoe we inmiddels van een kickoff groep van 5 personen in 4 bijeenkomsten zijn uitgegroeid naar een Linkedin groep met ruim 70 leden en bijna 25 professionals gisteravond, die ondanks de gemeenteraadsverkiezingen toch het Haagse opzochten. De gastheer faciliteert de hapjes en het inhoudelijke programma, dus gisteravond was het de beurt aan Rene Jansen van Winkwaves om hun ervaringen met community management uit de doeken te doen. De presentatie stond in hoofdlijnen in het teken van twee onderwerpen: hoe ontwerp je voor online communities en welke rol speelt de online community daarin? Hoe ontwerp je voor online communities? Er ontspon zich een interessante discussie over de houdbaarheid en bruikbaarheid van een dergelijk model in het dagelijkse werk van community managers.

Etienne Wenger, le chercheur suisse qui révolutionne la gestion de la connaissance Etienne Wenger, le chercheur suisse qui révolutionne la gestion de la connaissance Pourquoi les multinationales mandatent-elles ce théoricien neuchâtelois, docteur en intelligence artificielle installé en Californie? Parce que ses recherches permettent d’optimiser leur organisation. Explications. Le 18 septembre 1988, lors d’une conférence publique à San Diego, le chercheur suisse Etienne Wenger a lancé le concept de «community of practice». Que s’est-il passé? D’abord, il faut comprendre que dans les économies avancées, la connaissance est devenue le principal moteur économique. La gestion de la connaissance a pris ces dernières années toutes sortes de formes, allant de groupes de travail ad hoc à des unités orientées clients, en passant par des logiciels de capture du savoir-faire tels que les systèmes experts. Enfin, il faut saisir l’importance du dynamisme du processus de connaissance. La particularité de ces groupes tient au fait qu’ils n’organisent pas de séances. ——- Xavier L.

Conducción de Comunidades de Práctica – Metodología de la OPS/OMS | Knowledge Management & Communications diciembre 20th, 20101 comentario El objetivo de este documento es presentar la metodología de la OPS para conducir Comunidades de Práctica. Las comunidades de práctica son grupos sociales creados con el fin de desarrollar conocimientos especializados, compartiendo aprendizajes en función de reflexión compartida sobre experiencias prácticas. Un ejemplo de una comunidad de práctica podría ser un grupo de empleados con un solo interés o conocimiento que comparte problemas e inquietudes dentro de una institución. Otra posibilidad puede ser una comunidad médica en la cual se discuten determinados desarrollos clínicos entre médicos y la industria farmacéutica. La Metodología de la OPS para Conducir Comunidades de Práctica abarca una descripción detallada del proceso, que incluye tres fases: Diseño, Implementación y Evaluación. Texto completo aquí You can leave a response, or trackback from your own site.

What’s your Moodle training Strategy? Tips for creating a topnotch training program | Moodle News Welcome to Moodlenews.com A resource site for all Moodle-related news, tutorials, video, course content information and original resources. If you're new here, you may want to subscribe: RSS feed| Weekly Email Newsletter | Moodle News Twitter Thanks for visiting! The Moodle Feasibility Study we conducted has some great insights to training strategies that schools/institutions take in order to facilitate a higher level of Moodle use (and a more comprehensive use of it’s various features). Here are some of the tips and tricks we gleaned from the study/survey, It seems that there was consensus that no one strategy really will work for training a staff on Moodle. Moodle Power Hour: One of my favorite strategies is the idea of a regular, informal weekly training session that is consistently available and when teachers can simply “drop in”. Training Cycles: In most cases, training and professional development was broken down into a few cycles, Materials:

aea8 - EduVision Using eCurriculum to Change Instruction PSA PL Jennifer Sigrist, Director of Teaching & Learning at Van Meter (IA) Schools, talks about Iowa's innovative approach to developing high quality, conceptual-based digital teaching modules through the collective efforts of the Iowa Communities of Practice and Innovation (IACoPi) project." 31551 IA_FortDodge_aea8_aea8_359/psa_815166ea4c6440b1999f6b81cfe79c37_converted_flvconverted.mp4 PLAEA Board Meeting April 21, 2014 PL This is the monthly meeting of the Prairie Lakes AEA Board of Directors, held April 21, 2014 in Pocahontas, Iowa. 88629 IA_FortDodge_aea8_aea8_359/april_2014_board_meeting_25316c1e3bc547ab974429746ecfc6a8_flvconverted.mp4 Using Video Slimmer on the iPad PL Trying to upload a video shot with an iPad can be frustrating. Because an iPad shoots video in high definition, the file size is enormous. Preparing for Download... Video file is missing. Please contact your site administrator. Using eCurriculum to Change Instruction PSA

ROI of Communities Een paar weken geleden publiceerde David Meerman Scott een geweldig audiofragment van een radiointerview met zichzelf. De ROI van premanente inzet van sociale media is niet meetbaar. Punt. Nou was ik bij de Future of Web 2.0 meetup met Ellen Petry Leanse van Google USA en Adam Wallace van het New Yorkse The Roger Smith Hotel. Groeit onze omzet sneller dan voorheen? Tegenstrijdige berichten over de ROI van het gebruik van sociale media dus. Je eigen community meten? Honderd procent! Maar dan moet je wel de mazzel hebben dat je community op een platform draait dat gekoppeld is aan je webshop en website. Maar wat als je minder fortuinlijk bent en het moet doen met groepen op LinkedIn, Ning of Mindz? Je kunt ze een bepaalde financiële waarde toeschrijven. Peilers Geef de hoop niet op: je kunt alsnog een aardig eindje komen. En het belangrijkst: definieer groei. Bas Helderman.

Communities of practice: learning ... Cómo desarrollar comunidades de práctica en procesos de formación Claves para crear y nutrir los espacios de creación de valor por excelencia en el aprendizaje informal corporativo, apoyado en tecnologías. por Mónica Gutiérrez Ortega, investigadora y consultora en formación corporativa y gestión del conocimiento de la Universitat Oberta de Catalunya (UOC)* En los últimos años ha habido un cambio en la concepción sobre cómo las personas aprenden y utilizan el conocimiento y la información en los contextos profesionales y organizativos. No es una moda pasajera fruto del fuerte impacto de las redes sociales, sino que desde 1991 diversos autores vienen analizando el impacto del aprendizaje informal que se produce en las organizaciones. Las Comunidades de Práctica son grupos no formales cuyo origen y funcionamiento no tienen que ver con el organigrama, ni con las funciones, ni con la jerarquía dentro de la organización. Las Comunidades de Práctica son el contexto de creación de valor por excelencia en el aprendizaje informal corporativo.

Why Micro Learning Is The Future Of Training In The Workplace Millennials have grown up with devices, they are comfortable with them, and they demand that they deliver in lightning speed. This new rapid demand and rapid delivery, many say, is the major cause of the human attention span decreasing by 4 seconds since 2000 – to an average of 8 seconds, according to a recent Microsoft study. How Business Can (And Should) Capture The New Digital Environment Traditional teaching and learning has got to go. Micro Learning Is The Workplace Learning Strategy Employees are no different in their desire and need for information. Employee Manuals.Employees are not children. How To Make It Work Here are 3 ways to make micro learning work for your employees: Make the learning modules/updates mobile compatible.The whole point of micro learning is flexibility for the learner. Our Brains And Micro Learning Consider again how members of a workforce get their information outside of work. Admittedly, not all employee training can be through micro learning.

Connected Learning Principles We are living in a historical moment of transformation and realignment in the creation and sharing of knowledge, in social, political and economic life, and in global connectedness. There is wide agreement that we need new models of education suited to this historic moment, and not simply new models of schooling, but entirely new visions of learning better suited to the increasing complexity, connectivity, and velocity of our new knowledge society. Fortunately, we are also able to harness the same technologies and social processes that have powered these transformations in order to provide the next generation with learning experiences that open doors to academic achievement, economic opportunity, and civic engagement. What would it mean to think of education as a responsibility of a distributed network of people and institutions, including schools, libraries, museums and online communities? At the core of connected learning are three values:

Wenger, E. (2006). Communities of practice: A brief introduction. Retrieved from by christamccartney Oct 15

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