Conceptual Tools for CoPs as Social Learning Systems: Boundaries, Identity, Trajectories and Participation

2010 ◽  
pp. 125-143 ◽  
Author(s):  
Etienne Wenger
Keyword(s):  
Social Learning ◽  
Learning Systems

Understanding and developing communities of practice through diagramming

2017 ◽  
Author(s):  
Chris Blackmore ◽  
Natalie Foster ◽  
Kevin Collins ◽  
Ray Ison
Keyword(s):  
Climate Change ◽  
Social Learning ◽  
Communities Of Practice ◽  
Water Governance ◽  
Learning Systems ◽  
Developing Communities

This chapter draws on the authors' experiences over many years of research into social learning systems. The authors particularly focus on their work on communities of practice as social learning systems and reflect on their experiences of using diagramming to map and share understandings and develop knowledge, in the context of water governance and climate change. They build on a range of systemic and participatory traditions to design their research processes. Some of the authors have also taught these techniques and have developed an understanding of how skills in diagramming can be developed both for exploration and for communication. The authors therefore reflect on the effectiveness of diagramming processes for different purposes, reviewing a range of the techniques' strengths and limitations from their use in different contexts.

Towards Disability-Aware Social Media-Enriched Virtual Learning Environments

2021 ◽  
pp. 922-936
Author(s):  
Julius T. Nganji
Keyword(s):  
Social Media ◽  
Social Learning ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Systems ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
The United Kingdom ◽  
Use Of Social Media

The increasing use of social media brings about the need to consider learners with disability when designing learning environments incorporating social learning. Additionally, there is need for educational institutions to consider social media-enriched learning environments. By default, designers and developers of virtual learning environments tend to design for learners without disabilities. The consequences for learners with disabilities are enormous. This chapter aims to propose a disability-aware approach to designing social learning environments that advocates that stakeholders consider the needs of learners with disabilities throughout development. The challenges that learners with disabilities face when interacting with learning systems are reviewed, and a disability-aware approach to designing social learning environments is presented, examining how this could be practically implemented. The opinions and recommendations of 48 students with disabilities from two universities in the United Kingdom and Canada are presented.

scholarly journals Autonomous development and learning in artificial intelligence and robotics: Scaling up deep learning to human-like learning

2017 ◽  
Vol 40 ◽  
Author(s):  
Pierre-Yves Oudeyer
Keyword(s):  
Artificial Intelligence ◽  
Deep Learning ◽  
Social Learning ◽  
Intrinsic Motivation ◽  
Scaling Up ◽  
Learning Systems ◽  
Natural Interaction ◽  
Autonomous Choice ◽  
Autonomous Development ◽  
And Robotics

AbstractAutonomous lifelong development and learning are fundamental capabilities of humans, differentiating them from current deep learning systems. However, other branches of artificial intelligence have designed crucial ingredients towards autonomous learning: curiosity and intrinsic motivation, social learning and natural interaction with peers, and embodiment. These mechanisms guide exploration and autonomous choice of goals, and integrating them with deep learning opens stimulating perspectives.

Building ‘learning catchments’ for integrated catchment managing: designing learning systems based on experiences in the UK and South Africa

2009 ◽  
Vol 59 (4) ◽  
pp. 687-693 ◽  
Author(s):  
Kevin Collins ◽  
John Colvin ◽  
Ray Ison
Keyword(s):  
South Africa ◽  
Social Learning ◽  
Social Relations ◽  
Research Question ◽  
Learning Systems ◽  
Governance Mechanism ◽  
European Water ◽  
Challenges And Opportunities ◽  
The Uk ◽  
Mutual Action

We examine challenges and opportunities for developing ‘learning systems’ for integrated catchment managing (ICMg) drawing on our experiences in two contexts: UK and South Africa (SA). Our research question is: what is it that we would have to experience to claim that a catchment was a learning catchment? We suggest that any valid answer to this question will arise in social relations in context-determined ways. From this perspective ICMg is an emergent ‘performance’ of stakeholders engaged in mutual action, or social learning (SL), in which understandings and practices are transformed in situation improving ways. These questions are relevant given recent reviews suggesting that implementation of the European Water Framework Directive (WFD) is not nurturing adaptive management. Our European and SA experiences demonstrate that it is possible to invest in social learning as a governance mechanism for water managing, but key constraints exist. Our SA work based on (i) appreciating the situation, especially the history, and (ii) contextual appreciation and design of learning systems (as a result of (i)) is described in response to these constraints. We conclude that more attention on developing an effective praxis for ICMg is required.

scholarly journals Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sven Trenholm ◽  
Julie Peschke
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Undergraduate Education ◽  
Mathematics Teaching ◽  
Learning Systems ◽  
Undergraduate Mathematics ◽  
Face To Face ◽  
Education Community ◽  
Pedagogical Development

Abstract The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.

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