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 54 találatból.
. oldal
... reflect a true reality . The second point is about this book . Regardless of who actually coined the phrase that became its title , it was our collaboration that brought the topic into focus and initiated the inquiry that I am pursuing ...
... reflect a true reality . The second point is about this book . Regardless of who actually coined the phrase that became its title , it was our collaboration that brought the topic into focus and initiated the inquiry that I am pursuing ...
. oldal
... reflected in this book much more deeply than the few references to her work would suggest . For his part , John Seely Brown has been continuously supportive of my inquiry for many years and in many ways , in particular by using his ...
... reflected in this book much more deeply than the few references to her work would suggest . For his part , John Seely Brown has been continuously supportive of my inquiry for many years and in many ways , in particular by using his ...
4. oldal
... reflect a deliberate focus on a slice of the multidimensional problem of learn- ing , and to some extent they reflect more fundamental differences in assumptions about the nature of knowledge , knowing , and knowers , and consequently ...
... reflect a deliberate focus on a slice of the multidimensional problem of learn- ing , and to some extent they reflect more fundamental differences in assumptions about the nature of knowledge , knowing , and knowers , and consequently ...
9. oldal
... reflect on the per- spectives that inform our enterprises . A key implication of our attempts to organize learning is that we must become reflective with regard to our own discourses of learning and to their effects on the ways we de ...
... reflect on the per- spectives that inform our enterprises . A key implication of our attempts to organize learning is that we must become reflective with regard to our own discourses of learning and to their effects on the ways we de ...
12. oldal
... reflected in my own work . ) In the tradition of social theory , the vertical axis is a central one . It reflects a tension between theories that give primacy to social struc- ture and those that give primacy to action . A large body of ...
... reflected in my own work . ) In the tradition of social theory , the vertical axis is a central one . It reflects a tension between theories that give primacy to social struc- ture and those that give primacy to action . A large body of ...
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 |