Communities of Practice: Learning, Meaning, and IdentityCambridge University Press, 28 de set. de 1999 - 318 páginas Presents a broad conceptual framework for thinking about learning as a process of social participation. |
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Resultados 6-10 de 74
Página 30
... instance , in training , you are taught to start a claim by filling out the forms that will serve as cover sheets for microfilmed records . Yet much of the information on the cover sheet is never used and is redun- dant with the ...
... instance , in training , you are taught to start a claim by filling out the forms that will serve as cover sheets for microfilmed records . Yet much of the information on the cover sheet is never used and is redun- dant with the ...
Página 31
... instance , Alinsu has a rule that , if a completed claim comes out as a " Q , " recalling that claim to make a change will count as a void , that is , as an error on the processor's quality rating . Of course , if you could just recall ...
... instance , Alinsu has a rule that , if a completed claim comes out as a " Q , " recalling that claim to make a change will count as a void , that is , as an error on the processor's quality rating . Of course , if you could just recall ...
Página 35
... instance , children may be covered under the plans of both parents . Similarly , retired workers may be eligible for Medicare , ' but may still be on the plan of their former employer . If each plan paid the usual 80 % of medical ...
... instance , children may be covered under the plans of both parents . Similarly , retired workers may be eligible for Medicare , ' but may still be on the plan of their former employer . If each plan paid the usual 80 % of medical ...
Página 39
... instance , would be hard - pressed to explain the exact meanings of some of the calculations involved in the various forms , tables , and work- sheets , as intended by those who designed them . Still , the line - by - line instructions ...
... instance , would be hard - pressed to explain the exact meanings of some of the calculations involved in the various forms , tables , and work- sheets , as intended by those who designed them . Still , the line - by - line instructions ...
Página 46
... instance , processing claims versus time on the phone - 2 ) supports a communal memory that allows individuals to do their work without needing to know everything 3 ) helps newcomers join the community by participating in its practice 4 ...
... instance , processing claims versus time on the phone - 2 ) supports a communal memory that allows individuals to do their work without needing to know everything 3 ) helps newcomers join the community by participating in its practice 4 ...
Conteúdo
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 | |
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Termos e frases comuns
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
Passagens mais conhecidas
Página 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.
Página 4 - Such participation shapes not only what we do, but also who we are and how we interpret what we do.
Página 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?
Página 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.