Communities of Practice

  • Filename: communities-of-practice.
  • ISBN: 9781107268371
  • Release Date: 1999-09-28
  • Number of pages:
  • Author: Etienne Wenger
  • Publisher: Cambridge University Press



This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

Situated Learning

  • Filename: situated-learning.
  • ISBN: 0521423740
  • Release Date: 1991-09-27
  • Number of pages: 138
  • Author: Jean Lave
  • Publisher: Cambridge University Press



In this important theoretical treatist, the authors push forward the notion of situated learning - that learning is fundamentally a social process.

Beyond Communities of Practice

  • Filename: beyond-communities-of-practice.
  • ISBN: 0521544920
  • Release Date: 2005-10-03
  • Number of pages: 243
  • Author: David Barton
  • Publisher: Cambridge University Press



The concept of 'communities of practice' (Lave and Wenger 1991, Wenger 1998) has become an influential one in education, management, and social sciences in recent years. This book consists of a series of studies by linguists and educational researchers, examining and developing aspects of the concept which have remained relatively unexplored. Framings provided by theories of language-in-use, literacy practices, and discourse extend the concept, bringing to light issues around conflict, power, and the significance of the broader social context which have been overlooked. Chapters assess the relationship between communities of practice and other theories including literacy studies, critical language studies, the ethnography of communication, socio-cultural activity theory, and sociological theories of risk. Domains of empirical research reported include schools, police stations, adult basic education, higher education, and multilingual settings. The book highlights the need to incorporate thinking around language-in-use, power and conflict, and social context into communities of practice.

Understanding Practice

  • Filename: understanding-practice.
  • ISBN: 0521558514
  • Release Date: 1996
  • Number of pages: 428
  • Author: Seth Chaiklin
  • Publisher: Cambridge University Press



Brings together the many different perspectives that have been applied to examining social context.

Learning in Landscapes of Practice

  • Filename: learning-in-landscapes-of-practice.
  • ISBN: 9781317692539
  • Release Date: 2014-07-25
  • Number of pages: 182
  • Author: Etienne Wenger-Trayner
  • Publisher: Routledge



If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the experience of practitioners and their learning. In doing so, this book is a pioneering and timely exploration of the future of professional development and higher education. The book combines a strong theoretical perspective grounded in social learning theories with stories from a broad range of contributors who occupy different locations in their own landscapes of practice. These narratives locate the book within different contemporary concerns such as social media, multi-agency, multi-disciplinary and multi-national partnerships, and the integration of academic study and workplace practice. Both scholarly, in the sense that it builds on prior research to extend and locate the concept of landscapes of practice, and practical because of the way in which it draws on multiple voices from different landscapes. Learning in Landscapes of Practice will be of particular relevance to people concerned with the design of professional or vocational learning. It will also be a valuable resource for students engaged in higher education courses with work-based elements.

Cultivating Communities of Practice

  • Filename: cultivating-communities-of-practice.
  • ISBN: 1578513308
  • Release Date: 2002-01-01
  • Number of pages: 284
  • Author: Etienne Wenger
  • Publisher: Harvard Business Press



Today's marketplace is fueled by knowledge. Yet organizing systematically to leverage knowledge remains a challenge. Leading companies have discovered that technology is not enough, and that cultivating communities of practice is the keystone of an effective knowledge strategy. Communities of practice come together around common interests and expertise- whether they consist of first-line managers or customer service representatives, neurosurgeons or software programmers, city managers or home-improvement amateurs. They create, share, and apply knowledge within and across the boundaries of teams, business units, and even entire companies-providing a concrete path toward creating a true knowledge organization. InCultivating Communities of Practice, Etienne Wenger, Richard McDermott, and William M. Snyder argue that while communities form naturally, organizations need to become more proactive and systematic about developing and integrating them into their strategy. This book provides practical models and methods for stewarding these communities to reach their full potential-without squelching the inner drive that makes them so valuable. Through in-depth cases from firms such as DaimlerChrysler, McKinsey & Company, Shell, and the World Bank, the authors demonstrate how communities of practice can be leveraged to drive overall company strategy, generate new business opportunities, tie personal development to corporate goals, transfer best practices, and recruit and retain top talent. They define the unique features of these communities and outline principles for nurturing their essential elements. They provide guidelines to support communities of practice through their major stages of development, address the potential downsides of communities, and discuss the specific challenges of distributed communities. And they show how to recognize the value created by communities of practice and how to build a corporate knowledge strategy around them. Essential reading for any leader in today's knowledge economy, this is the definitive guide to developing communities of practice for the benefit-and long-term success-of organizations and the individuals who work in them. Etienne Wengeris a renowned expert and consultant on knowledge management and communities of practice in San Juan, California.Richard McDermottis a leading expert of organization and community development in Boulder, Colorado.William M. Snyderis a founding partner of Social Capital Group, in Cambridge, Massachusetts.

Knowledge Management Handbook

  • Filename: knowledge-management-handbook.
  • ISBN: 9781439878033
  • Release Date: 2012-06-25
  • Number of pages: 342
  • Author: Jay Liebowitz
  • Publisher: CRC Press



Recent research shows that collaboration and social networking foster knowledge sharing and innovation by sparking new connections, ideas, and practices. Yet these informal networks are often misunderstood and poorly managed. Building on the groundbreaking, bestselling first edition, Knowledge Management Handbook: Collaboration and Social Networking, Second Edition focuses on two key elements in knowledge management: collaboration and social networking. To Innovate, Connect the People Jay Liebowitz, one of the top knowledge management authorities in the world, brings together 15 articles by researchers and practitioners who are among the leaders in their fields. They present numerous applications, concepts, techniques, methodologies, issues, and trends related to collaboration and social networking in a knowledge management context. They also point out areas that need more work, such as how to measure the impact of knowledge-sharing efforts in terms of innovation, profits, and customer perceptions. What Can You Learn from Your Informal Organization? Packed with case studies, this handbook explores how you can share knowledge, make connections, and generate new ideas through collaboration and interaction. It is a valuable reference and classroom text for those engaged in knowledge management, particularly from a collaboration and social networking perspective.

Thinking as Communicating

  • Filename: thinking-as-communicating.
  • ISBN: 9781139467995
  • Release Date: 2008-01-21
  • Number of pages:
  • Author: Anna Sfard
  • Publisher: Cambridge University Press



This book is an attempt to change our thinking about thinking. Anna Sfard undertakes this task convinced that many long-standing, seemingly irresolvable quandaries regarding human development originate in ambiguities of the existing discourses on thinking. Standing on the shoulders of Vygotsky and Wittgenstein, the author defines thinking as a form of communication. The disappearance of the time-honoured thinking-communicating dichotomy is epitomised by Sfard's term, commognition, which combines communication with cognition. The commognitive tenet implies that verbal communication with its distinctive property of recursive self-reference may be the primary source of humans' unique ability to accumulate the complexity of their action from one generation to another. The explanatory power of the commognitive framework and the manner in which it contributes to our understanding of human development is illustrated through commognitive analysis of mathematical discourse accompanied by vignettes from mathematics classrooms.

Handbook of Research on Education and Technology in a Changing Society

  • Filename: handbook-of-research-on-education-and-technology-in-a-changing-society.
  • ISBN: 9781466660472
  • Release Date: 2014-05-31
  • Number of pages: 1217
  • Author: Wang, Victor C. X.
  • Publisher: IGI Global



Technology has become an integral part of our everyday lives. This trend in ubiquitous technology has also found its way into the learning process at every level of education. The Handbook of Research on Education and Technology in a Changing Society offers an in-depth description of concepts related to different areas, issues, and trends within education and technological integration in modern society. This handbook includes definitions and terms, as well as explanations of concepts and processes regarding the integration of technology into education. Addressing all pertinent issues and concerns in education and technology in our changing society with a wide breadth of discussion, this handbook is an essential collection for educators, academicians, students, researchers, and librarians.

Identity and Agency in Cultural Worlds

  • Filename: identity-and-agency-in-cultural-worlds.
  • ISBN: 0674005627
  • Release Date: 2001
  • Number of pages: 349
  • Author: Dorothy Holland
  • Publisher: Harvard University Press



This text addresses the central problem in anthropological theory of the late 1990s - the paradox that humans are both products of social discipline and creators of remarkable improvisation.

Knowledge Management Organizational Intelligence And Learning And Complexity Volume III

  • Filename: knowledge-management-organizational-intelligence-and-learning-and-complexity-volume-iii.
  • ISBN: 9781905839131
  • Release Date: 2009-08-25
  • Number of pages:
  • Author: L. Douglas Kiel
  • Publisher: EOLSS Publications



Knowledge Management, Organizational Intelligence and Learning, and Complexity is the component of Encyclopedia of Technology, Information, and Systems Management Resources in the global Encyclopedia of Life Support Systems (EOLSS), which is an integrated compendium of twenty one Encyclopedias. The Theme on Knowledge Management, Organizational Intelligence and Learning, and Complexity in the Encyclopedia of Technology, Information, and Systems Management Resources provides the latest scientific insights into the evolution of complexity in both the natural and social realms. Emerging perspectives from the fields of knowledge management, computer-based simulation and the organizational sciences are presented as tools for understanding and supporting this evolving complexity and the earth's life support systems. These three volumes are aimed at the following a wide spectrum of audiences from the merely curious to those seeking in-depth knowledge: University and College students Educators, Professional practitioners, Research personnel and Policy analysts, managers, and decision makers and NGOs.

Reflections on Learning Life and Work

  • Filename: reflections-on-learning-life-and-work.
  • ISBN: 9789462090255
  • Release Date: 2012-10-26
  • Number of pages: 284
  • Author: Maureen Ryan
  • Publisher: Springer Science & Business Media



This book records the stories of doctoral study experiences of the twenty-two writers. These research degree experiences are embedded in the lives and careers of the writers and the twenty-two distinctive projects draw from those individual lives and careers. The authors write about meeting the continuing demands of older and younger family members and of their struggles with ill health and work place demands while working through their studies. There is also the joy of coming to see themselves and being seen as research scholars and supporting and celebrating with others as they move through candidature proposals and ethics applications to graduation. Apart from the stories that bring the writers to their particular projects and that colour their individual journeys, storying methodology is most often selected for the research, all of which is undertaken within the arts, humanities and education. Phenomenology, narrative, ethnography are central to most of the studies and the detailed accounts of each research topic, methods and outcomes locate each of the research projects in rich bodies of knowledge. Valued writers and readers in these fields, Mary Beattie and Elaine Martin have read each reflection and provided in turn a foreword and an afterword which bookend the volume and further enrich these reflections on learning, life and work.

Digital Habitats

  • Filename: digital-habitats.
  • ISBN: 9780982503607
  • Release Date: 2009
  • Number of pages: 227
  • Author: Etienne Wenger
  • Publisher: CPsquare



Technology has changed what it means for communities to "be together." Digital tools are now part of most communities' habitats. This book develops a new literacy and language to describe the practice of stewarding technology for communities. Whether you want to ground your technology stewardship in theory and deepen your practice, whether you are a community leader or sponsor who wants to understand how communities and technology intersect, or whether you just want practical advice, this is the book for you.

Handbook of Research on Global Issues in Next Generation Teacher Education

  • Filename: handbook-of-research-on-global-issues-in-next-generation-teacher-education.
  • ISBN: 9781466699496
  • Release Date: 2016-02-17
  • Number of pages: 418
  • Author: Keengwe, Jared
  • Publisher: IGI Global



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Designing for Learning in an Open World

  • Filename: designing-for-learning-in-an-open-world.
  • ISBN: 9781441985170
  • Release Date: 2012-09-21
  • Number of pages: 324
  • Author: Gráinne Conole
  • Publisher: Springer Science & Business Media



The Internet and associated technologies have been around for almost twenty years. Networked access and computer ownership are now the norm. There is a plethora of technologies that can be used to support learning, offering different ways in which learners can communicate with each other and their tutors, and providing them with access to interactive, multimedia content. However, these generic skills don’t necessarily translate seamlessly to an academic learning context. Appropriation of these technologies for academic purposes requires specific skills, which means that the way in which we design and support learning opportunities needs to provide appropriate support to harness the potential of technologies. More than ever before learners need supportive ‘learning pathways’ to enable them to blend formal educational offerings, with free resources and services. This requires a rethinking of the design process, to enable teachers to take account of a blended learning context.

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