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. |
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... Educational Considerations GAVRIEL SALOMON The Computer As Medium PETER BOGH ANDERSEN , BERIT HOLMQVIST , and JENS F. JENSEN Sociocultural Studies of Mind JAMES V. WERTSCH , PABLO DEL RIO , and AMELIA ALVAREZ Sociocultural Psychology ...
... Educational Considerations GAVRIEL SALOMON The Computer As Medium PETER BOGH ANDERSEN , BERIT HOLMQVIST , and JENS F. JENSEN Sociocultural Studies of Mind JAMES V. WERTSCH , PABLO DEL RIO , and AMELIA ALVAREZ Sociocultural Psychology ...
Seite
... educational design 264 Education and identity : a learning architecture 270 Educational engagement 271 Educational imagination 272 Educational alignment 273 Educational resources 275 Notes 279 Bibliography 301 Index 309 Series foreword ...
... educational design 264 Education and identity : a learning architecture 270 Educational engagement 271 Educational imagination 272 Educational alignment 273 Educational resources 275 Notes 279 Bibliography 301 Index 309 Series foreword ...
Seite 11
... educational systems we design . A new conceptual framework for thinking about learning is thus of value not only to theorists but to all of us - teachers , students , parents , youths , spouses , health practitioners , patients ...
... educational systems we design . A new conceptual framework for thinking about learning is thus of value not only to theorists but to all of us - teachers , students , parents , youths , spouses , health practitioners , patients ...
Seite 12
... educational theory and practice . But the main tradition to which I think this work belongs - in terms of both influences and contributions - is social theory , a somewhat ill - defined field of conceptual inquiry at the intersection of ...
... educational theory and practice . But the main tradition to which I think this work belongs - in terms of both influences and contributions - is social theory , a somewhat ill - defined field of conceptual inquiry at the intersection of ...
Seite 101
Der Inhalt dieser Seite ist beschränkt..
Der Inhalt dieser Seite ist beschränkt..
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
Literacy: An Introduction to the Ecology of Written Language David Barton Keine Leseprobe verfügbar - 2007 |