GoogleTranslate Service


Learning in practice – a social perspective

April 3rd, 2009 by Graham Attwell

I attended a workshop on ‘Pedagogical innovations in new ICT-facilitated learning communities’ organised by the IPTS in Seville earlier this week. And very interesting it was too.

Sadly, though, the IPTS had nots et up a dynamic site for the workshop. No problem. We qyuickly agreed on #ipts as the hash tag for the five or six of us addicted to Twitter.

And Grainne Conole hacked together a site on the UK Open University’s alpha Cloudworks software in about ten minutes (I am very impressed with Cloudworks – if you haven’t already, give it a look).

There were extremely interesting presentations by Kirsti Ala-Mutka and Etienne Wenger. I am not great at taking notes at meetings (and was busy twittering anyway). But Grainne put together this excellent summary of Etienne’s presnetation, taken from the Cloudworks site.

Learning in practice – a social perspective, Wenger’s Community of Practice (CoP) theory. Four aspects

  1. Community – Where do we belong?
  2. Identity – Who are we becoming?
  3. Meaning – What is our experience?
  4. Practice – What are we doing?

Who are our students and how do they know who they are and how they are placed in society?

Original communities of practice theory was developed before the emergence of the web

Meaning and meanfulness are a key component of the theory BUT its about developing meaning making in the real world, situated nature of learning is crucial

There is a real issue in terms of educational systems validating informal learning – there is a real tension between vertical vs. horizontal learning. This tension is not resolvable – we need to live with it and understand the paradoxes and contradictions.

Complex inter-relationship between: space, time, locality, practice, boundary crossings between different practices. For example trainee doctor in the hospital in one practice, translation of this experience into ‘evidence for assessment purposes’ needs to then be ‘validated’ by auditors in another community of practice.

One of the trends in the perfect storm of web 2.0, communities in the 21st century which emerged around the time that CoP was developed was that organisations in the nineties were struggling with what it means to be a knowledge organisation? Some looked to CoP theory as a means of trying to address this.

At this time knowledge management was 10% technology 90% people, but much of the discourse was on the technologies but it was harder to understand the human dimensions and what this meant in terms of connections, collective understanding, etc.

Core and boundary learning
What are the implications of a theory like this for professional educational?

Think of a body of knowledge as a curriculum whereas in reality it is a system of inter-connected practices, have a set of different practices which are producing the body of knowledge which define what ‘teaching’, ‘nursing’, ‘mathematics’ is.

Therefore ideally the education for a nurse or teacher would be to find your place in that landscape of practices, to find your identity. If we think along these lines we will need to rethink our educational practice – we put too much emphasis on the mechanics of learning rather than on the development of meaning making.

A complex landscape – modes of identification
Process of identity formation

  1. Imagination – how do we imagine ourselves? Imagination as an image of the world such as it makes sense of who I am
  2. Engagement –
  3. Alignment – way you express your belonging to the community, what you do and don’t do as part of belonging to a community
  4. How does learning exist as an experience of being in the world?

First storm was organisations (both businesses and governments) trying to create horizontal communities so that they can learn from each other etc

Second storm – emergence of the web and its potential impact, but this was very much aligned with the CoP practices – a Perfect storm – peer to peer interactions, development of practices etc. The web has changed the landscape for understanding community and identity

Trends shaping technology and community – a learning agenda

  • Fabric of connectivity – always on, virtual presence
  • Modes of engagement – generalised self-expression, mass collaboration, creative re-appropriation
  • Active medium – social computing, semantic web,, digital footprint
  • Reconfigured geographies – homesteading of the web, individualisation of orientation
  • Modulating polarities – togetherness and separation, interacting and publishing, individual and group
  • Dealing with multiplicity – competing services, multi-membership, thin connections
  • New communities – multi-space, multi-scale, dynamic boundaries, social learning spaces
Please follow and like us:

Comments are closed.

  • Search Pontydysgu.org

    Social Media




    News Bites

    Cyborg patented?

    Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.

    Please follow and like us:


    Racial bias in algorithms

    From the UK Open Data Institute’s Week in Data newsletter

    This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.

    Please follow and like us:


    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

    Please follow and like us:


    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

    Please follow and like us:


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

      Please follow and like us:
  • Twitter

    RT @CherylTurner3 Fantastic place! With @NorthernCollege, @FircroftCollege championing transformative residential adult learning. twitter.com/fircroftcolleg…

    About 13 hours ago from Graham Attwell's Twitter via Twitter for Mac

  • Recent Posts

  • Archives

  • Meta

  • Categories