|
Legitimate Peripheral Participation
Legitimate peripheral participation (LPP) describes how newcomers become experienced members and eventually old timers of a community of practice or collaborative project. LPP identifies learning as a contextual social phenomenon, achieved through participation in a community practice. According to LPP, newcomers become members of a community initially by participating in simple and low-risk tasks that are nonetheless productive and necessary and further the goals of the community. Through peripheral activities, novices become acquainted with the tasks, vocabulary, and organizing principles of the community's practitioners. Gradually, as newcomers become old timers and gain a recognized level of mastery, their participation takes forms that are more and more central to the functioning of the community. LPP suggests that membership in a community of practice is mediated by the possible forms of participation to which newcomers have access, both physically and socially. In the case o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Community Of Practice
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book ''Situated Learning''. Wenger significantly expanded on this concept in his 1998 book ''Communities of Practice''. A CoP can form around members' shared interests or goals. Through being part of a CoP, the members learn from each other and develop their identities. CoP members can engage with one another in physical settings (for example, in a lunchroom at work, an office, a factory floor), but CoP members are not necessarily co-located. They can form a virtual community of practice (VCoP) where the CoP is primarily located in an online community such as a discussion board, newsgroup, or on a social networking service. Communities of practice have existed for as long as people have ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Social Phenomenon
Social phenomena or social phenomenon (singular) are any behaviours, actions, or events that takes place because of social influence, including from contemporary as well as historical societal influences. They are often a result of multifaceted processes that add ever increasing dimensions as they operate through individual nodes of people. Because of this, social phenomenon are inherently dynamic and operate within a specific time and historical context. Social phenomena are observable, measurable data. Psychological notions may drive them, but those notions are not directly observable; only the phenomena that express them. See also * Phenomenological sociology * Sociological imagination * Viral phenomenon Further reading * * References External links * Social psychology Phenomena Phenomena A phenomenon ( phenomena), sometimes spelled phaenomenon, is an observable Event (philosophy), event. The term came into its modern Philosophy, philosophical usage thro ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Community
A community is a social unit (a group of people) with a shared socially-significant characteristic, such as place, set of norms, culture, religion, values, customs, or identity. Communities may share a sense of place situated in a given geographical area (e.g. a country, village, town, or neighborhood) or in virtual space through communication platforms. Durable good relations that extend beyond immediate genealogical ties also define a sense of community, important to people's identity, practice, and roles in social institutions such as family, home, work, government, TV network, society, or humanity at large. Although communities are usually small relative to personal social ties, "community" may also refer to large-group affiliations such as national communities, international communities, and virtual communities. In terms of sociological categories, a community can seem like a sub-set of a social collectivity. In developmental views, a community can emerge out of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Expert
An expert is somebody who has a broad and deep understanding and competence in terms of knowledge, skill and experience through practice and education in a particular field or area of study. Informally, an expert is someone widely recognized as a reliable source of technique or skill whose faculty for judging or deciding rightly, justly, or wisely is accorded authority and status by peers or the public in a specific well-distinguished domain. An expert, more generally, is a person with extensive knowledge or ability based on research, experience, or occupation and in a particular area of study. Experts are called in for advice on their respective subject, but they do not always agree on the particulars of a field of study. An expert can be believed, by virtue of credentials, training, education, profession, publication or experience, to have special knowledge of a subject beyond that of the average person, sufficient that others may officially (and expert witness, legally) re ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Duality (CoPs)
In a community of practice, duality refers to a tension between two forces which become a driving force for change and creativity. Wenger uses the concept of dualities to examine the forces that create and sustain a community of practice. He describes a duality as "a single conceptual unit that is formed by two inseparable and mutually constitutive elements whose inherent tensions and complementarity give the concept richness and dynamism". Some compare the concept of a duality to that of yin and yang, i.e. two mutually defining opposites. The term "duality" implies dynamic, continual change and mutual adjustment as the tensions that are inherent in dualities can be both creative and constraining. Four dualities emerge in communities of practice: participation–reification, designed–emergent, identification–negotiability and local–global. Participation and reification The ''participation–reification'' duality is concerned with meaning, which is created through part ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Situated Learning
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs". The theory is distinguished from alternative views of learning which define learning as the acquisition of propositional knowledge. Lave and Wenger situated learning in certain forms of social co-participation and instead of asking what kinds of cognitive processes and conceptual structures are involved, they focused on the kinds of social engagements that provide the proper context and facilitate learning.Hanks, p. 14 Overview Situated learning was first proposed by Jean Lave and Etienne Wenger as a model of learning in a community of practice. At its simplest, situated learning is learning that takes place in the same context in which it ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Community Of Practice
A community of practice (CoP) is a group of people who "share a concern or a passion for something they do and learn how to do it better as they interact regularly". The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book ''Situated Learning''. Wenger significantly expanded on this concept in his 1998 book ''Communities of Practice''. A CoP can form around members' shared interests or goals. Through being part of a CoP, the members learn from each other and develop their identities. CoP members can engage with one another in physical settings (for example, in a lunchroom at work, an office, a factory floor), but CoP members are not necessarily co-located. They can form a virtual community of practice (VCoP) where the CoP is primarily located in an online community such as a discussion board, newsgroup, or on a social networking service. Communities of practice have existed for as long as people have ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cultural-historical Activity Theory (CHAT)
Cultural-historical activity theory (CHAT) is a theoretical framework to conceptualize and analyse the relationship between cognition (what people think and feel) and activity (what people do). The theory was founded by L. S. Vygotsky and Aleksei N. Leontiev, who were part of the cultural-historical school of Russian psychology. The Soviet philosopher of psychology, S.L. Rubinshtein, developed his own variant of activity as a philosophical and psychological theory, independent from Vygotsky's work., V. Lektorsky in Brushlinskii, A. V. 2004 Political restrictions in Stalin's Russia had suppressed the cultural-historical psychology – also known as the Vygotsky School – in the mid-thirties. This meant that the core "Activity theory, activity" concept remained confined to the field of psychology. Vygotsky's insight into the dynamics of consciousness was that it is essentially subjective and shaped by the history of each individual's social and cultural experiences. Since the 1990s, ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Knowledge Sharing
Knowledge sharing is an activity through which knowledge (namely, information, skills, or expertise) is exchanged among people, friends, peers, families, communities (for example, Wikipedia), or within or between organizations. It bridges the individual and organizational knowledge, improving the absorptive and innovation capacity and thus leading to sustained competitive advantage of companies as well as individuals. Knowledge sharing is part of the knowledge management process. Apart from traditional face-to-face knowledge sharing, social media is a good tool because it is convenient, efficient, and widely used. Organizations have recognized that knowledge constitutes a valuable intangible asset for creating and sustaining competitive advantages. However, technology constitutes only one of the many factors that affect the sharing of knowledge in organizations, such as organizational culture, Trust (social sciences), trust, and incentives. The sharing of knowledge constitutes a ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Online Participation
Online participation is used to describe the interaction between users and online communities on the web. Online communities often involve members to provide content to the website or contribute in some way. Examples of such include wikis, blogs, online multiplayer games, and other types of social platforms. Online participation is currently a heavily researched field. It provides insight into fields such as web design, online marketing, crowdsourcing, and many areas of psychology. Some subcategories that fall under online participation are: commitment to online communities, coordination and interaction, and member recruitment. Knowledge sharing infrastructures Some key examples of online knowledge sharing infrastructures include the following: *Wikipedia: An online, publicly editable encyclopedia with hundreds of thousands of editors *Slashdot: A popular technology-related forum, with articles and comments from readers. Slashdot subculture has become well known in Internet circ ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive psychology, cognitive and behavioral psychology, behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, Affect (psychology), affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.Snowman, Jack (1997). Educational Psychology: What Do We Teach, What Should We Teach?. "Educational Psychology", 9, 151-169 Educational psychology can in part be understood through its relationship with other disciplines. It is informed primar ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
