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) | ||
* 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] | ||
[[Category:Pedagogic strategies]] | |||
Revision as of 13:10, 26 June 2006
Definition
Closely related to Wenger's concept of a social learning system which is made up of a network of communities of practice.
Types of learning communities
A learning community may consist of any or all of the following types of communities:
- 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 or task-based community: 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.
- Knowledge-building community: a group of people that works together to produce a body of knowledge.