Community of learning: Difference between revisions
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* Marick, B. Boundary Objects, Visible Workings: Adequate Understanding of System Internals, [http://www.visibleworkings.com/analogyfest/marick-boundary-objects.pdf pdf] (accessed June 24, 2006) | * Marick, B. Boundary Objects, Visible Workings: Adequate Understanding of System Internals, [http://www.visibleworkings.com/analogyfest/marick-boundary-objects.pdf pdf] (accessed June 24, 2006) | ||
* Martel, Véronique (2005). Émergence d'une communauté d'apprentissage en réseau à l'ordre primaire : l'activité de transformation d'un environnement d'apprentissage par la direction, les enseignants et les élèves (étude de cas), Master thesis, Université Laval, [http://www.theses.ulaval.ca/2005/22874/22874.html HTML] | |||
* Riel and Polin in SA Barab, R Kling, JH Gray. (2004). 'Introduction', Designing for Virtual Communities in the Service of Learning, Cambridge University Press [http://assets.cambridge.org/052181/7552/sample/0521817552ws.pdf pdf] | * Riel and Polin in SA Barab, R Kling, JH Gray. (2004). 'Introduction', Designing for Virtual Communities in the Service of Learning, Cambridge University Press [http://assets.cambridge.org/052181/7552/sample/0521817552ws.pdf pdf] | ||
[[:fr: Communauté d’apprentissage]] | |||
[[Category: Pedagogic strategies]] | [[Category: Pedagogic strategies]] | ||
[[Category: Instructional theories]] | [[Category: Instructional theories]] | ||
Revision as of 18:22, 9 February 2007
Definition
Closely related to Wenger's concept of a social learning system which is made up of a network of communities of practice.
A community can be described as a group of people whose identities within the group are defined by the form of their participation, interactions and relationships within the activities of the group. A community of learning is a community whose purpose is to engage and promote activities and interactions that allow for individual socially-constructed learning.
Types of learning communities
A learning community may consist of any or all of the following types of communities. They differ in the level of collaboration, the way they are formed and their objectives.
- Community of practice: a group of people that take part in a common activity, talk and share information about this activity and define themselves in relation to it.
- Community of interest: a group of people that come together to address a problem of interest to all. They may or may not be from the same community of practice.
- Task-based community: a group of people that works together to accomplish a defined task. They may or may not be from the same CoP.
- Knowledge-building community: a group of people that works together to produce a body of knowledge.
Online learning communities
An online learning community uses information and communication technologies (ICTs) to take part in the activities of the community. The computer-supported environment may be a support for the learning that takes place within a community or the community and the learning may exist entirely within the virtual environment.
Examples
References
- Marick, B. Boundary Objects, Visible Workings: Adequate Understanding of System Internals, pdf (accessed June 24, 2006)
- Martel, Véronique (2005). Émergence d'une communauté d'apprentissage en réseau à l'ordre primaire : l'activité de transformation d'un environnement d'apprentissage par la direction, les enseignants et les élèves (étude de cas), Master thesis, Université Laval, HTML
- Riel and Polin in SA Barab, R Kling, JH Gray. (2004). 'Introduction', Designing for Virtual Communities in the Service of Learning, Cambridge University Press pdf