Learning Communities/Communities of Practice. Trends and Issues Alert No. 26.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Learning Communities/Communities of Practice. Trends and Issues Alert No. 26.
Quelle	(2001), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Adult Learning; Annotated Bibliographies; Context Effect; Definitions; Educational Environment; Educational Practices; Educational Theories; Educational Trends; Group Dynamics; Group Experience; Group Instruction; Higher Education; Learning Processes; Learning Theories; Literature Reviews; Models; On the Job Training; Power Structure; Social Networks; Teacher Student Relationship; Theory Practice Relationship; Trend Analysis; Universities + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Bibliography; Bibliographies; Bibliografie; Begriffsbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Educational theory; Theory of education; Bildungstheorie; Bildungsentwicklung; Gruppendynamik; Gruppenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Learning theory; Lerntheorie; Analogiemodell; Training-on-the-Job; Social network; Soziales Netzwerk; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung; Trendanalyse; University; Universität
Abstract	The terms "learning communities" and "communities of practice" are being used with increasing frequency to describe the phenomenon of groups (communities) of individuals learning together. Theories focusing on the social nature of cognition and meaning, as opposed to those focusing on individual learning, are stressed. In works on the social nature of learning, students and teachers are considered social and cultural actors, and the process and content of learning are considered intertwined. It has been suggested that the term "community" can mask the privileging of homogeneity because many communities are created around common interests and bonds. According to such thinking, community is a form of relationship between people. When thought of as a relationship, the interaction among community, discourse, and culture is critical to understanding community. Several ethical questions arise in learning that is situated, including the effect of many models used in workplace education and training. Such models may keep newcomers on the periphery and transmit only technical and instrumental knowledge. Inconsistencies have been noted between communities of practice in higher education and adult education that create conflicts with many assumptions underlying the field of adult education. (A 22-item annotated bibliography constitutes approximately 75% of this document.) (MN)
Anmerkungen	For full text: http://www.ericacve.org/fulltext.asp.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC