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]
 
See also [[:fr:Communauté d'apprentissage]]
[[Category: Pedagogic strategies]]
[[Category: Pedagogic strategies]]
[[Category: Instructional theories]]
[[Category: Instructional theories]]

Revision as of 08:19, 17 July 2006

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)
  • 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

See also fr:Communauté d'apprentissage