311,383 research outputs found
Communities of practice as a social theory of learning: A conversation with Etienne Wenger
No full textThe aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education, and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research
The evolution of the communities of practice approach: Toward knowledgeability in a landscape of practice-an interview with Etienne Wenger-Trayner
No full textSince its introduction by Jean Lave and Etienne Wenger in Situated Learning: Legitimate Peripheral Participation in 1991, the concept of communities of practice has been widely adopted by researchers and practitioners in different fields. This has been accompanied by continuous expansion and development of the theory behind the concept. In this interview, Professor Etienne Wenger-Trayner discusses the evolution of the theory of communities of practice in his own work over the past two decades. He talks about the origins of communities of practice as a theoretical approach, identifies three phases through which this theory has evolved, and reflects on his professional trajectory as a theorist and consultant. Using his career as an example, Wenger-Trayner elaborates on the notion of knowledgeability as a relationship individuals establish with respect to a landscape of practice that makes them recognizable as legitimate actors in complex social systems
Panorama der Sissacherfluh, 702 m. ü. M
No full textEntworfen von Ernst Wenger, LiestalLichtdruckDreiteilige AnsichtskarteRückseite: "Der Verschönerungsverein widmet diese Karte der Schuljugend, in der Hoffnung, sie werde die Ruhebänke, Brücken und Wegweiser vor Beschädigungen schützen.
Roy E. Wenger Interview, September 19, 1984
No full textDr. Roy Wenger describes his experiences as director of the Mennonite Central Committee’s Civilian Public Service (CPS) Camp 103 at Seeley Lake and Nine Mile, Montana. He talks about logistical problems in the camp, including keeping the base supplied. Wenger also discusses the relationship between the conscientious objectors and Forest Service personnel and local communities.https://scholarworks.umt.edu/smokejumpers/1022/thumbnail.jp
Sembapatrimonioimaterial.com: local performances, imagined national narratives, dialogue from the field
No full textDes performances "live" aux performances "internet", le semba en Angola et son processus de patrimonialisation a provoqué des discussions entre la communauté de pratiques (Wenger-Trayner et Wenger-Trayner 2015) et d\u27autres communautés imaginées (Anderson 1983). Dans ce document, nous partirons du cas pratique d\u27une enquête en cours, qui utilise un travail de collaboration avec des interlocuteurs privilégiés dans la construction du site web du patrimoine immatériel de Semba. A partir des publications collaboratives avec les interlocuteurs, il y a un débat (Rancière et Corcoran 2010) entre les compréhensions du patrimoine présent et passé (Macdonald 2013).Das performances “ao vivo” para as performances na “internet”, o semba em Angola e o seu processo de patrimonialização tem provocado discussões entre a comunidade de práticas (Wenger-Trayner e Wenger-Trayner 2015) e outras comunidades imaginadas (Anderson 1983). Neste artigo partiremos do caso prático de uma investigação em curso, que recorre a um trabalho de colaboração com interlocutores privilegiados na construção da página de internet como estratégia metodológica: sembapatrimonioimaterial.com. A partir das publicações colaborativas com os interlocutores debatem-se dissensos (Rancière e Corcoran 2010) nas visões e versões patrimoniais do presente para o passado (Macdonald 2013).Developments in semba in Angola, from "live" to "online" performances, and its heritagization, have provoked much discussion among its communities of practice (Wenger-Trayner and Wenger-Trayner 2015) and other imagined communities (Anderson 1983). This article concerns on-going research, based on collaborative work with key interlocutors on the compilation of the website sembapatrimonial.com as a methodological approach. Based on a series of collaborative posts, the interlocutors discuss dissensus (Rancière and Corcoran 2010) in the various visions and versions of heritage in the present, a process of “past-presencing” (Macdonald 2013)
Tests for configural processing in the Thatcher Illusion
No full textThatcherisation of facial features is immediately apparent only in upright faces. Detection of Thatcherisation is therefore widely upheld as being dependent on configural processing. Configural processing has clear predictions of perceptual dependence between facial features and of supercapacity processing.Perceptual dependence: Configurality in General Recognition Theory (GRT, Ashby & Townsend, 1986) can be conceptualized in terms of violations of perceptual independence, in which the perceptions of the eyes and mouth of a single face are positively correlated; for example, the more inverted the eyes look, the more inverted the mouth will look. Participants were briefly presented with normal, partially Thatcherised and fully Thatcherised faces, and were asked to report whether the outline, eyes and mouth were upright or inverted. Consistent with the predictions, multi-dimensional probit models (DeCarlo, 2003) revealed that within-stimulus perceptual interactions occurred more frequently for upright than inverted faces. However, for the Thatcherised stimulus itself, there was no overall correlation between the eyes and the mouth, suggesting a lack of configural processing for this type of stimulus.Processing capacity: Supercapacity processing is predicted to accompany configural processing (O’Toole, Wenger & Townsend, 2001; Wenger & Townsend, 2001). Therefore, the detection of Thatcherised features in upright faces should be marked by supercapacity processing of inverted eyes and mouths relative to the inversion of only eyes or only mouths. Response times were used to compute measures of processing capacity (capacity coefficient, Townsend & Wenger, 2004; proportional hazards ratio, Wenger & Gibson, 2006) in Thatcherised upright faces. Results demonstrated limited evidence of supercapacity processing, and only in some individuals, implying that configural processing is not necessary for processing of upright Thatcherised faces.In summary, predictions from GRT and of processing capacity were tested across two separate studies, with little evidence found for perceptual independence or supercapacity processing for Thatcherised face stimuli
Value Creation in Social Learning Spaces: Scale Development
No full textWide agreement exists about the value and power of learning in social contexts, and social influences on learning have been studied from multiple perspectives. However, before this study, no known measure of the value of learning that happens in social spaces had been developed. This study introduces a scale to measure value created through participation in social learning spaces as theorized by Wenger-Trayner and Wenger-Trayner (2020). Data were collected from 18 distinct ECHO® education and health learning communities in New Mexico, Oklahoma, India, and Nigeria. These ECHO® communities align with the conceptualization of social learning spaces. Findings resulted in a parsimonious survey that represents the distinct cycles of value creation. The results of the CFA support the validation of this scale and suggest that the instrument accurately represents the value cycles in Wenger-Trayner and Wenger-Trayner’s (2020) framework. This protocol has utility across educational institutions, organizations, and agencies
- …
