Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28.09.1999 - 318 Seiten Presents a broad conceptual framework for thinking about learning as a process of social participation. |
Im Buch
Ergebnisse 1-5 von 25
Seite 17
... discuss issues of design and learning . I first use the contents of Parts I and II to describe the dimensions and components of a design oriented to learning . Then I use this framework to discuss two kinds of social design : 1 ...
... discuss issues of design and learning . I first use the contents of Parts I and II to describe the dimensions and components of a design oriented to learning . Then I use this framework to discuss two kinds of social design : 1 ...
Seite 24
... once a month , but usually at shorter intervals - whenever there is business to discuss . Harriet , the supervisor , checks that everyone is there . Esther is still on the phone . " We'll wait for her 24 Prologue : Contexts.
... once a month , but usually at shorter intervals - whenever there is business to discuss . Harriet , the supervisor , checks that everyone is there . Esther is still on the phone . " We'll wait for her 24 Prologue : Contexts.
Seite 25
... discuss the idea of creating a phone unit within the unit . The gist is that at all times only a few processors would take all incom- ing phone calls and that people would take turns handling the phones . They have not yet figured out ...
... discuss the idea of creating a phone unit within the unit . The gist is that at all times only a few processors would take all incom- ing phone calls and that people would take turns handling the phones . They have not yet figured out ...
Seite 45
... discuss and joke about . It is something they deal with together . Working with others who share the same con- ditions is thus a central factor in defining the enterprise they engage in . With each other and against each other , with ...
... discuss and joke about . It is something they deal with together . Working with others who share the same con- ditions is thus a central factor in defining the enterprise they engage in . With each other and against each other , with ...
Seite 49
... discuss the factors of continuity and discontinuity that consti- tute a community of practice over time . Building on the themes of Chapter 2 , I will argue that practice must be understood as a learn- ing process and that a community ...
... discuss the factors of continuity and discontinuity that consti- tute a community of practice over time . Building on the themes of Chapter 2 , I will argue that practice must be understood as a learn- ing process and that a community ...
Inhalt
Meaning | 51 |
Negotiation of meaning | 52 |
Participation | 55 |
Reification | 57 |
The duality of meaning | 62 |
Community | 72 |
Mutual engagement | 73 |
Joint enterprise | 77 |
Engagement | 174 |
Imagination | 175 |
Alignment | 178 |
Belonging and communities | 181 |
The work of belonging | 183 |
Identification and negotiability | 188 |
Identification | 191 |
Negotiability | 197 |
Shared repertoire | 82 |
Negotiating meaning in practice | 84 |
Learning | 86 |
The dual constitution of histories | 87 |
Histories of learning | 93 |
Generational discontinuities | 99 |
Boundary | 103 |
The duality of boundary relations | 104 |
Practice as connection | 113 |
The landscape of practice | 118 |
Locality | 122 |
Constellations of practices | 126 |
The local and the global | 131 |
Knowing in practice | 134 |
Identity | 143 |
A focus on identity | 145 |
Some assumptions to avoid | 146 |
Structure of Part II | 147 |
Identity in practice | 149 |
participation and reification | 150 |
Community membership | 152 |
Trajectories | 153 |
Nexus of multimembership | 158 |
Localglobal interplay | 161 |
Participation and nonparticipation | 164 |
Identities of nonparticipation | 165 |
Sources of participation and nonparticipation | 167 |
Institutional nonparticipation | 169 |
Modes of belonging | 173 |
The dual nature of identity | 207 |
Social ecologies of identity | 211 |
Learning communities | 214 |
Epilogue Design | 223 |
Design for learning | 225 |
Design and practice | 228 |
Structure of the Epilogue | 229 |
Learning architectures | 230 |
Dimensions | 231 |
Components | 236 |
A design framework | 239 |
Organizations | 241 |
Dimensions of organizational design | 242 |
Organization learning and practice | 249 |
Organizational engagement | 250 |
Organizational imagination | 257 |
Organizational alignment | 260 |
Education | 263 |
Dimensions of educational design | 264 |
a learning architecture | 270 |
Educational engagement | 271 |
Educational imagination | 272 |
Educational alignment | 273 |
Educational resources | 275 |
Notes | 279 |
Bibliography | 301 |
309 | |
Andere Ausgaben - Alle anzeigen
Communities of Practice: Learning, Meaning, and Identity Etienne Wenger Eingeschränkte Leseprobe - 1999 |
Häufige Begriffe und Wortgruppen
ability actions activities alignment Alinsu argued Ariel artifacts aspects become boundary objects broader Chapter claims processors Coda communities of prac communities of practice complex connections constitute context coordination create defined develop dimensions discontinuities discourses discuss Donald Schön duality economy of meaning educational design engagement in practice enterprise experience of meaning focus forms of participation global iden identification and negotiability identity of participation imagination individual inherent instance institutional institutionalized interaction interpretation involved issues Jean Lave John Seely Brown kind knowledge learning community lives membership ment modes of belonging multimembership munities of practice mutual engagement negotiating meaning negotiation of meaning newcomers organization organizational organizational learning ownership of meaning participation and non-participation participation and reification peripheral person perspective production reflect regime of competence relations repertoire requires sense shared practice social theory specific structure talk tice tion trajectories understand worksheet
Beliebte Passagen
Seite 47 - It is in this sense that they constitute a community of practice. The concept of practice connotes doing, but not just doing in and of itself. It is doing in a historical and social context that gives structure and meaning to what we do.
Seite 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Seite 3 - ... and inevitable, and that - given a chance - we are quite good at it? And what if, in addition, we assumed that learning is, in its essence, a fundamentally social phenomenon, reflecting our own deeply social nature as human beings capable of knowing?
Seite 4 - Participation here 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.
Verweise auf dieses Buch
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