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An online community, also called an internet community or web community, whose members interact with each other primarily via the Internet. For many, online communities may feel like home, consisting of a "family of invisible friends", additionally these 'friends' can be connected through gaming communities and gaming companies. Those who wish to be a part of an online community usually have to become a member via a specific site and thereby gain access to specific content or links, but today's society and economy where media life has been fully integrated into the average day; the online community has stemmed to a full-blow culture. An online community can act as an information system where members can post, comment on discussions, give advice or collaborate, and includes medical advice or specific health care research as well. Commonly, people communicate through social networking sites, chat rooms, forums, e-mail lists, and discussion boards, and have advanced into daily social media platforms as well. This includes Facebook, Twitter, Instagram, etc.. People may also join online communities through video games, blogs, and virtual worlds, and could potentially meet new significant others in dating sites or dating virtual worlds. The rise in popularity of Web 2.0 websites has allowed for easier real-time communication and connection to others and facilitated the introduction of new ways for information to be exchanged. Yet, these interactions may also lead to a downfall of social interactions or deposit more negative and derogatory forms of speaking to others, in connection, surfaced forms of racism, bullying, sexist comments, etc. may also be investigated and linked to online communities.
In sociolinguistics, a variety, also called an isolect or lect, is a specific form of a language or language cluster. This may include languages, dialects, registers, styles, or other forms of language, as well as a standard variety. The use of the word "variety" to refer to the different forms avoids the use of the term language, which many people associate only with the standard language, and the term dialect, which is often associated with non-standard varieties thought of as less prestigious or "correct" than the standard. Linguists speak of both standard and non-standard (vernacular) varieties. "Lect" avoids the problem in ambiguous cases of deciding whether two varieties are distinct languages or dialects of a single language.
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.
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.
LPP may refer to:
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 takes a relational stance in which learning takes place both in relation to others and in relation to learning resources.
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.
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 the learning needs of its members 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. Learning objectives may be proposed by the community owner 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 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.
Air Force Knowledge Now (AFKN) is a web-based collaborative environment developed by Triune Group for the U.S. Air Force (USAF). From 1999 to 2012, AFKN grew to more than 19,000 Communities of Practice (CoPs) and 400,000 members. In 2004, Air Force CIO John M. Gilligan designated AFKN the Air Force Center of Excellence for Knowledge Management, making it the USAF’s only certified and accredited enterprise-wide knowledge management program. By focusing on social, behavioral and cultural aspects of knowledge sharing, AFKN evolved beyond traditional knowledge management systems, which focused on capturing information through technology.
An official function is either an event, such as a convention, that has an official purpose for one's employment, vocation or profession-whether run by a person, institution or governmental agency-or an official duty.
In sociology, a boundary object is information, such as specimens, field notes, and maps, used in different ways by different communities. Boundary objects are plastic, interpreted differently across communities but with enough immutable content to maintain integrity. The concept was introduced by Susan Leigh Star and James R. Griesemer in a 1989 publication (p. 393):
Boundary objects are objects which are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites. They are weakly structured in common use, and become strongly structured in individual-site use. They may be abstract or concrete. They have different meanings in different social worlds but their structure is common enough to more than one world to make them recognizable, a means of translation. The creation and management of boundary objects is key in developing and maintaining coherence across intersecting social worlds.
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.
Penelope "Penny" Eckert is a professor of linguistics at Stanford University in Stanford, California, where she holds the position of "Albert Ray Lang Professor of Linguistics". She is a prominent scholar of variationist sociolinguistics and is the author of several scholarly works on language and gender. She served as the President of the Linguistic Society of America in 2018.
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
- Lave, Jean; Wenger, Etienne (1991), Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, ISBN 0-521-42374-0
- Kimble, Chris; Hildreth, Paul (2008), Communities of Practice: Creating Learning Environments for Educators, Information Age Publishing, ISBN 978-1-59311-863-1
- Wenger, Etienne (1998), Communities of Practice: Learning, Meaning, and Identity, Cambridge: Cambridge University Press, ISBN 978-0-521-66363-2
