Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 1999. szept. 28. - 318 oldal Presents a broad conceptual framework for thinking about learning as a process of social participation. |
Részletek a könyvből
1 - 5 találat összesen 89 találatból.
. oldal
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption : engagement in social practice is the fundamental pro- cess by which we learn and so become who we ...
Learning, Meaning, and Identity Etienne Wenger. Communities of Practice presents a theory of learning that starts with this assumption : engagement in social practice is the fundamental pro- cess by which we learn and so become who we ...
4. oldal
Learning, Meaning, and Identity Etienne Wenger. different purposes . To some extent these differences in emphasis reflect a ... learning learning as belonging community learning as doing Learning identity practice 4 Prologue : Contexts.
Learning, Meaning, and Identity Etienne Wenger. different purposes . To some extent these differences in emphasis reflect a ... learning learning as belonging community learning as doing Learning identity practice 4 Prologue : Contexts.
6. oldal
... learning that is most personally transformative turns out to be the learning that involves membership in these communities of practice . In garages , bands rehearse the same songs for yet another wedding gig . In attics , ham radio ...
... learning that is most personally transformative turns out to be the learning that involves membership in these communities of practice . In garages , bands rehearse the same songs for yet another wedding gig . In attics , ham radio ...
7. oldal
... Communities of practice are an integral part of our daily lives . They are so informal and so pervasive that ... community of practice is not un- familiar . By exploring it more ... learning is an Introduction : A social theory of learning 7.
... Communities of practice are an integral part of our daily lives . They are so informal and so pervasive that ... community of practice is not un- familiar . By exploring it more ... learning is an Introduction : A social theory of learning 7.
8. oldal
Learning, Meaning, and Identity Etienne Wenger. • For organizations , it means that learning is an issue of sustaining the interconnected communities of practice through which an organiza- tion knows what it knows and thus becomes ...
Learning, Meaning, and Identity Etienne Wenger. • For organizations , it means that learning is an issue of sustaining the interconnected communities of practice through which an organiza- tion knows what it knows and thus becomes ...
Tartalomjegyzék
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 | |
Más kiadások - Összes megtekintése
Gyakori szavak és kifejezések
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
Népszerű szakaszok
47. oldal - 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.
4. oldal - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
3. oldal - ... 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?
4. oldal - 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.
Hivatkozások erre a könyvre
Literacy: An Introduction to the Ecology of Written Language David Barton Nincs elérhető előnézet - 2007 |