Communities of practice
Situated learning: Old assumptions was that learning is something that individual do (learning by doing or experiential learning); learning has a beginning and an end (temp not permanent); learning is best separated from the rest of our activities (not integrated with our every-day activities) ; and that is a result of teaching (teacher-Centre only). New track is totally different; learning is social and comes largely from of our experience of participating in daily life “process of engagement in a community of practices” which is known as situated learning; it is a move from legitimate peripheral participation to into full participation.
Communities of practice: Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor “for example, a group of engineers works on similar problems”. Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These communities are developed around things that matter to people. In some groups we are core members, in others we are more at the margins. The characteristics of such communities of practice vary (Formal/informal, with names/without names). However, members are brought together by joining in common activities and by “what they have learned through their mutual engagement in these activities”. In this respect, a community of practice is different from a community of interest or geographical community in that it involves a shared practice. Three elements are crucial in distinguishing a community of practice from other groups and communities: The domain, which defined by the shared domain of interest. The community, engagement in activities (including complex activities and projects through cooperation) and discussions to build relationship that enables them to learn from each other. The Practice, members are practitioners, they develop a shared repertoire of resources “experiences, stories, tools…”
Conclusion: Social capital resident in communities of practice leads to behavioral change that enhances organizational effectiveness and profitability (learning communities can lead to learning organizations), Learning is in the relation between people (not only in individuals’ mind), Educators work so that people can become participants in communities of practice (educators as a facilitators/coaching/mentoring/..), and there is an intimate connection between knowledge and activity as learning is part of daily living.
Situated learning: Old assumptions was that learning is something that individual do (learning by doing or experiential learning); learning has a beginning and an end (temp not permanent); learning is best separated from the rest of our activities (not integrated with our every-day activities) ; and that is a result of teaching (teacher-Centre only). New track is totally different; learning is social and comes largely from of our experience of participating in daily life “process of engagement in a community of practices” which is known as situated learning; it is a move from legitimate peripheral participation to into full participation.
Communities of practice: Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor “for example, a group of engineers works on similar problems”. Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These communities are developed around things that matter to people. In some groups we are core members, in others we are more at the margins. The characteristics of such communities of practice vary (Formal/informal, with names/without names). However, members are brought together by joining in common activities and by “what they have learned through their mutual engagement in these activities”. In this respect, a community of practice is different from a community of interest or geographical community in that it involves a shared practice. Three elements are crucial in distinguishing a community of practice from other groups and communities: The domain, which defined by the shared domain of interest. The community, engagement in activities (including complex activities and projects through cooperation) and discussions to build relationship that enables them to learn from each other. The Practice, members are practitioners, they develop a shared repertoire of resources “experiences, stories, tools…”
Conclusion: Social capital resident in communities of practice leads to behavioral change that enhances organizational effectiveness and profitability (learning communities can lead to learning organizations), Learning is in the relation between people (not only in individuals’ mind), Educators work so that people can become participants in communities of practice (educators as a facilitators/coaching/mentoring/..), and there is an intimate connection between knowledge and activity as learning is part of daily living.
