Situated Learning in Seminars from a Community of Practice Perspective

2018 ◽  
pp. 57-88
Author(s):  
Hyesun Cho
Keyword(s):  
Community Of Practice ◽  
Situated Learning ◽  
Practice Perspective

scholarly journals Communities of Practice and Situated Learning in Health Care

2016 ◽  
Author(s):  
Davide Nicolini ◽  
Harry Scarbrough ◽  
Julia Gracheva
Keyword(s):  
Health Care ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Situated Learning ◽  
Success Factors ◽  
Health Care Organizations ◽  
Ways Of Knowing ◽  
Key Success Factors ◽  
Practical Implications ◽  
Institutional Order

In this chapter we examine the origins, nature and practical implications of the idea of “community of practice”. We argue that the concept has been used both to illuminate the challenges of creating a “learning culture” in health care and to establish initiatives promote knowledge transfer and sharing. After clarifying some of the key concepts under discussion, the chapter illustrates the general features of this broad family of interventions, discusses their characteristics and summarizes their key success factors. It also shows how the ideas of community of practice and situated learning have been applied in diverse ways by health care organizations and funders, how theses ways of knowing and learning have been inserted into the established institutional order, and the mixed, but sometimes promising, outcomes which have flowed from them.

scholarly journals Peers as Resources for Learning: A Situated Learning Approach to Adapted Physical Activity in Rehabilitation

2008 ◽  
Vol 25 (3) ◽  
pp. 208-227 ◽  
Author(s):  
øyvind F. Standal ◽  
Ejgil Jespersen
Keyword(s):  
Community Of Practice ◽  
Situated Learning ◽  
Qualitative Data ◽  
Rehabilitation Program ◽  
Physical Activities ◽  
Learning Approach ◽  
Wheelchair Users ◽  
Rehabilitation Professionals ◽  
Context Data ◽  
Depth Interviews

The purpose of this study was to investigate the learning that takes place when people with disabilities interact in a rehabilitation context. Data were generated through in-depth interviews and close observations in a 2½ week-long rehabilitation program, where the participants learned both wheelchair skills and adapted physical activities. The findings from the qualitative data analysis are discussed in the context of situated learning (Lave & Wenger, 1991; Wenger, 1998). The results indicate that peer learning extends beyond skills and techniques, to include ways for the participants to make sense of their situations as wheelchair users. Also, it was found that the community of practice established between the participants represented a critical corrective to instructions provided by rehabilitation professionals.

scholarly journals Rethinking Situated Learning: Participation and Communities of Practice in the UK Fire and Rescue Service

2020 ◽  
Vol 34 (6) ◽  
pp. 1045-1061
Author(s):  
James Brooks ◽  
Irena Grugulis ◽  
Hugh Cook
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Group Dynamics ◽  
Situated Learning ◽  
Legitimate Peripheral Participation ◽  
Rescue Service ◽  
Rescue Services ◽  
Being There ◽  
The Uk ◽  
Funding Cuts

Legitimate peripheral participation is the bedrock of situated learning. It involves the novice or newcomer acquiring skills through work in a community of practice (CoP). It is generally assumed that CoP learning involves novices moving in a centripetal manner from periphery to core, gaining skills and knowledge from established workers before becoming full members of the community. This article draws on qualitative research in Northern Fire, one of the UK’s largest fire and rescue services, to challenge the idea that novices’ learning progression is linear and sequential, highlighting their fundamental importance in CoPs. It argues that learning is radial, with established workers learning from novices, just as novices learn from established workers. The novices contributed to group dynamics passively, simply by being there; and actively, through their own skills and theoretical knowledge. When funding cuts and austerity curtailed recruitment, the absence of novice firefighters hindered CoP learning.

Teachers Are Adult Learners

2020 ◽  
pp. 20-42
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Learning Theory ◽  
Situated Learning ◽  
Adult Learning Theory ◽  
Learning Groups ◽  
Joint Activities ◽  
Values And Beliefs

This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.

Schooling the future: Perceptions of Selected Experts on Jazz Education

2007 ◽  
Vol 3 (2) ◽  
Author(s):  
Roger Allan Mantie
Keyword(s):  
Community Of Practice ◽  
Situated Learning ◽  
Social Reproduction ◽  
Formal Education ◽  
Secondary Level ◽  
Big Band ◽  
Jazz Education ◽  
Master's Thesis ◽  
Jazz Ensembles ◽  
Future Perceptions

Aspects of both the functionalist and interactionist schools in sociology consider formal education as a form of social reproduction. Despite the large number of students that participate in school jazz programs at the secondary level, very little research examines jazz education practices at this level. This paper is a re-interpretation of data collected for the author’s Master’s thesis that examines jazz education practices at the secondary level. Interviews of selected experts revealed that improvisation is considered fundamental to jazz curricula, and yet it is largely neglected in the performing practices of school jazz ensembles. The kinds of jazz education practices that exist in schools would seem to raise several important questions. With what kind of community of practice are students engaging? What kinds of meanings are students able to construct and negotiate, given the practice of performing commercial, Big Band arrangements? What message is communicated when improvisation is largely or completely neglected in school instruction, in favour of ‘polishing’ the sound of the orchestrated passages? School jazz education practices are examined through the theoretical lens of Lave and Wenger’s ‘situated learning,’ with implications presented for culture and society.

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