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A craft or trade is a pastime or an occupation that requires particular skills and knowledge of skilled work. In a historical sense, particularly the Middle Ages and earlier, the term is usually applied to people occupied in small scale production of goods, or their maintenance, for example by tinkers. The traditional term craftsman is nowadays often replaced by artisan and by craftsperson.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Situated cognition is a theory that posits that knowing is inseparable from doing by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
An online community of practice (OCoP), also known as a virtual community of practice (VCoP), is a community of practice (CoP) that is developed on, and is maintained using the Internet. To qualify as an OCoP, the characteristics of a community of practice (CoP) as described by Lave and Wenger must be met. To this end, an OCoP must include active members who are practitioners, or "experts," in the specific domain of interest. Members must participate in a process of collective learning within their domain. Additionally, social structures must be created within the community to assist in knowledge creation and sharing. Knowledge must be shared and meaning negotiated within an appropriate context. Community members must learn through both instruction-based learning and group discourse. Finally, multiple dimensions must facilitate the long-term management of support as well as enable immediate synchronous interactions.
Networked learning is a process of developing and maintaining connections with people and information, and communicating in such a way so as to support one another's learning. The central term in this definition is connections. It adopts a relational stance in which learning takes place both in relation to others and in relation to learning resources. In design and practice, networked learning is intended to facilitate evolving sets of connections between learners and their interpersonal communities, knowledge contexts, and digital technologies.
Network of practice is a concept originated by John Seely Brown and Paul Duguid. This concept, related to the work on communities of practice by Jean Lave and Etienne Wenger, refers to the overall set of various types of informal, emergent social networks that facilitate information exchange between individuals with practice-related goals. In other words, networks of practice range from communities of practice, where learning occurs, to electronic networks of practice.
Étienne Charles Wenger is an educational theorist and practitioner, best known for his formulation of the theory of situated cognition and his more recent work in the field of communities of practice.
Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project. LPP identifies learning as a contextual social phenomenon, achieved through participation in a community practice. According to LPP, newcomers become members of a community initially by participating in simple and low-risk tasks that are nonetheless productive and necessary and further the goals of the community. Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community's practitioners.
A learning community is a group of people who share common academic goals and attitudes and meet semi-regularly to collaborate on classwork. Such communities have become the template for a cohort-based, interdisciplinary approach to higher education. This may be based on an advanced kind of educational or 'pedagogical' design.
An online learning community is a public or private destination on the Internet that addresses its members' learning needs by facilitating peer-to-peer learning. Through social networking and computer-mediated communication, or the use of datagogies while people work as a community to achieve a shared learning objective. The community owner may propose learning objectives or may arise out of discussions between participants that reflect personal interests. In an online learning community, people share knowledge via textual discussion, audio, video, or other Internet-supported media. Blogs blend personal journaling with social networking to create environments with opportunities for reflection.
Jean Lave is a social anthropologist who theorizes learning as changing participation in on-going changing practice. Her lifework challenges conventional theories of learning and education.
A body of knowledge is the complete set of concepts, terms and activities that make up a professional domain, as defined by the relevant learned society or professional association. It is a type of knowledge representation by any knowledge organization. Several definitions of BOK have been developed, for example:
Informal education is a general term for education that can occur outside of a traditional lecture or school based learning systems. The term even include customized-learning based on individual student interests within a curriculum inside a regular classroom, but is not limited to that setting. It could work through conversation, and the exploration and enlargement of experience. Sometimes there is a clear objective link to some broader plan, but not always. The goal is to provide learners with the tools they need to eventually reach more complex material. It can refer to various forms of alternative education, such as unschooling or homeschooling, autodidacticism (self-teaching), and youth work.
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning. Wenger then significantly expanded on the concept in his 1998 book Communities of Practice.
Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age. Learning does not simply happen within an individual, but within and across the networks.
Practice theory is a body of social theory within anthropology and sociology that explains society and culture as the result of structure and individual agency. Practice theory emerged in the late 20th century and was first outlined in the work of the French sociologist, Pierre Bourdieu.
In the theory of community of practice, an interdisciplinary field between sociology of education and educational psychology, the notion of a duality is used to capture the idea of the tension between two opposing forces which become a driving force for change and creativity. Wenger uses the concept of dualities to examine the forces that create and sustain a community of practice. He describes a duality as "a single conceptual unit that is formed by two inseparable and mutually constitutive elements whose inherent tensions and complementarity give the concept richness and dynamism".
The Institute for Research on Learning (IRL) in Palo Alto, California was co-founded by John Seely Brown, then chief research scientist at the Palo Alto Research Center, and James Greeno, Professor of Education at Stanford University, with the support of David Kearns, CEO of Xerox Corporation in 1986 through a grant from the Xerox Foundation. It operated from 1986 to 2000 as an independent cross-disciplinary think tank with a mission to study learning in all its forms and sites.
Alison Fuller is a British educational researcher and Professor of Vocational Education and Work at the Institute of Education of the University College London and, where she also serves as Pro-Director for Research and Development. She is a leading educational researcher in the UK, with her research centering on work transitions, apprenticeships, vocational education and training, and workplace learning.
References
- ↑ Wenger-Trayner, Etienne; Wenger-Trayner, Beverly (2014). Learning in Landscapes of Practice. Routledge. ISBN 978-1315777122.
- ↑ Seely Brown, John; Duguid, Paul (2000). The Social Life of Information. Harvard Business School Press.
- ↑ Lave, Jean; Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. ISBN 978-0-521-42374-8.
- ↑ Pyrko, Igor; Dörfler, Viktor; Eden, Colin (2019). "Communities of practice in landscapes of practice". Management Learning . 50 (4): 482–499. doi: 10.1177/1350507619860854 . hdl: 1983/d2d2ea0d-bde0-4e76-9daf-343c87ec9c85 . S2CID 198785241.