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
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Seite 13
... forms of social and historical con- tinuity and discontinuity that are neither as broad as sociohistorical structure on a grand scale nor as fleeting as the experience , action , and interaction of the moment . • Theories of social ...
... forms of social and historical con- tinuity and discontinuity that are neither as broad as sociohistorical structure on a grand scale nor as fleeting as the experience , action , and interaction of the moment . • Theories of social ...
Seite 27
... forms completely ? Ariel has to send a letter requesting the information : this means clearing out of the claim and ... form from her drawer and fills out a request to send a form letter . Annette wants to know if she can assume that the ...
... forms completely ? Ariel has to send a letter requesting the information : this means clearing out of the claim and ... form from her drawer and fills out a request to send a form letter . Annette wants to know if she can assume that the ...
Seite 30
... forms that will serve as cover sheets for microfilmed records . Yet much of the information on the cover sheet is never used and is redun- dant with the attached claim record . So experienced processors do not fill out the form ...
... forms that will serve as cover sheets for microfilmed records . Yet much of the information on the cover sheet is never used and is redun- dant with the attached claim record . So experienced processors do not fill out the form ...
Seite 39
... form removed from the execution of the procedure the need to assume responsibility for its meaning . This kind of form is very ... forms , tables , and work- sheets , as intended by those who designed them . Still , the line - by - line ...
... form removed from the execution of the procedure the need to assume responsibility for its meaning . This kind of form is very ... forms , tables , and work- sheets , as intended by those who designed them . Still , the line - by - line ...
Seite 40
... forms , worksheets , computer screens , and manuals . This focus starts during training and continues as trainees join their units . What claims processors learn cannot easily be categorized into discrete skills and pieces of ...
... forms , worksheets , computer screens , and manuals . This focus starts during training and continues as trainees join their units . What claims processors learn cannot easily be categorized into discrete skills and pieces of ...
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 |