Social Learning Systems and Communities of Practice

However, to address this criticism, Barab et al. Cultivating Communities Of Practice: A Guide To Managing Knowledge. Theories and Current Thinking. Dr Etienne Wenger-Traynor discusses concepts of social theories of learning and how they relate to communities of practice and learning in the landscapes of practice.

Published on Feb 23, by Wenger and Traynor. Planning, implementing and evaluating social learning projects. August 31st, at The concept is advocated as: Therefore, it has conceptual, theoretical and practical uses.

Domain is the area of knowledge that interests the community. CoPs considered as a social learning system exhibit system characteristics, including: Emergent structure Complex relationships Self-organization Dynamic boundaries, and Ongoing negotiation of identity and cultural meaning.

There are three different modes of identity that positions learning in the landscape: All three modes function both inside practices and across boundaries. There are four distinct disciplines to assist in building and deepening the learning partnership: The discipline of domain: What is our partnership about?

Why should we care? Are we likely to be useful to each other? What is our learning agenda? What specific set of issues does it entail?

The discipline of community: Who should be at the table so the partnership can make progress? What effects will their participation have on the trust and dynamics of the group? How do we manage the boundaries of the community? The discipline of practice: How can the practice become the curriculum?

How can it be made visible and inspect able?

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What should participants do together to learn and benefit from the partnership? The discipline of convening: Who will take leadership in holding a social learning space for this partnership? This is starting to influence new thinking about the role of educational institutions and the design of learning opportunities.

In international development, cultivating horizontal communities of practice among local practitioners presents an attractive alternative to the traditional view of the vertical transmission of knowledge from north to south. In healthcare, communities of practice offer the potential of new learning partnerships that are not hostage to professional silos. The potential even extends to patients who are increasingly forming their own communities.

New technologies, in particular the rise of social media, have triggered much interest in communities of practice. Indeed, these technologies are well aligned with the peer-to-peer learning processes typical of communities of practice.

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Critiques A common critique is that CoPs do not engage with issues of power. However Wenger argues that CoPs are inherently about power in that accountability and identity in a CoP is a social process of negotiation, conflict, mutuality, constant alignment and non-alignment.

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Power and learning are always intertwined when learning is understood as a social process and requires participation. CoP theory has also been criticised for being anachronistic does not have chronological consistency however Wenger argues that it places history in the context of social practice therefore it is anchored in dynamic time. However, to address this criticism, Barab et al.

Related resources

Cultivating Communities Of Practice: A Guide To Managing Knowledge. Theories and Current Thinking. Dr Etienne Wenger-Traynor discusses concepts of social theories of learning and how they relate to communities of practice and learning in the landscapes of practice. Published on Feb 23, by Wenger and Traynor. Planning, implementing and evaluating social learning projects.

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August 31st, at The concept is advocated as: Therefore, it has conceptual, theoretical and practical uses. Domain is the area of knowledge that interests the community. CoPs considered as a social learning system exhibit system characteristics, including: Emergent structure Complex relationships Self-organization Dynamic boundaries, and Ongoing negotiation of identity and cultural meaning. There are three different modes of identity that positions learning in the landscape: All three modes function both inside practices and across boundaries.

There are four distinct disciplines to assist in building and deepening the learning partnership: The discipline of domain: What is our partnership about? Why should we care? Are we likely to be useful to each other? What is our learning agenda? What specific set of issues does it entail?