Communities of Practice: Learning, Meaning, and IdentityPresents a broad conceptual framework for thinking about learning as a process of social participation. |
From inside the book
Results 1-5 of 29
Page 4
... ment with it as meaningful – is ultimately what learning is to produce . As a reflection of these assumptions , the primary focus of this theory is on learning as social participation . Participation here refers not just to local events ...
... ment with it as meaningful – is ultimately what learning is to produce . As a reflection of these assumptions , the primary focus of this theory is on learning as social participation . Participation here refers not just to local events ...
Page 16
... ment , and will often refer to the claims processors to illustrate what I say . However , these examples are mostly self - explanatory and so read- ing the vignettes is not an absolute necessity . Vignette II is mostly use- ful for ...
... ment , and will often refer to the claims processors to illustrate what I say . However , these examples are mostly self - explanatory and so read- ing the vignettes is not an absolute necessity . Vignette II is mostly use- ful for ...
Page 25
... everyone : just another change , another " improve- ment " that will complicate their work only very slightly . The change will take effect on Monday , after the new version Vignette I : Welcome to claims processing ! 25.
... everyone : just another change , another " improve- ment " that will complicate their work only very slightly . The change will take effect on Monday , after the new version Vignette I : Welcome to claims processing ! 25.
Page 29
... ment on Harriet's desk . Since she is out to lunch , they get the story from Trish that her husband had forgotten their anniversary yesterday and was really sorry about it . To send all Vignette I : Welcome to claims processing ! 29.
... ment on Harriet's desk . Since she is out to lunch , they get the story from Trish that her husband had forgotten their anniversary yesterday and was really sorry about it . To send all Vignette I : Welcome to claims processing ! 29.
Page 35
... ment to coordinate the benefits received under multiple coverages . Coordination of benefits ( COB ) is a fairly common task . In the most common case , the primary carrier covers the first 80 % , and then the secondary carrier takes ...
... ment to coordinate the benefits received under multiple coverages . Coordination of benefits ( COB ) is a fairly common task . In the most common case , the primary carrier covers the first 80 % , and then the secondary carrier takes ...
Contents
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 | |
Other editions - View all
Common terms and phrases
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
Popular passages
Page 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.
Page 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Page 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?
Page 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.