Situated Learning and Interacting With/Through Technologies

2011 ◽  
pp. 155-183 ◽  
Author(s):  
Pirkko Raudaskoski
Keyword(s):  
Data Analysis ◽  
Communities Of Practice ◽  
Everyday Life ◽  
Conversation Analysis ◽  
Situated Learning ◽  
Social Order ◽  
Interaction Analysis ◽  
Everyday Practices ◽  
Full Participation ◽  
Interdisciplinary Interaction

There is a growing interest within social and humanistic sciences towards understanding practice both theoretically and analytically. Lave and Wenger’s (1991) concept, “situated learning,” describes the process of newcomers moving toward full participation in a community. Wenger later refined his approach in his book Communities of practice: Learning, meaning and identity. Situated learning is equalled with social order: instead of understanding learning as a separate practice from everyday life, learning is seen as a more mundane phenomenon. It is sometimes difficult to operationalize Lave and Wenger’s concepts in data analysis. Ethnomethodology and conversation analysis (CA) find that social order is created continuously by its members in their interactions. As ethnomethodology and CA base their findings on rigorous data analysis, they are extremely useful in analysing situated learning in everyday practices. The interdisciplinary interaction analysis (IA) is suggested as the best way to study the various aspects of situated learning in technology-intensive interactions.

Facilitation of Technology-Supported Communities of Practice

2011 ◽  
pp. 272-278
Author(s):  
Halbana Tarmizi ◽  
Gert-Jan de Vreede
Keyword(s):  
Communities Of Practice ◽  
Situated Learning ◽  
Active Participation ◽  
Know How ◽  
Full Participation

Communities of practice (CoP) has gained on prominence since it emerged as a concept in early 1990s, introduced by Lave and Wenger (1991) as situated learning. They argue that knowledge is acquired through active participation in a community as a new member moves from peripheral to full participation in the community. Since then, the CoP concept has evolved (Kimble & Hildreth, 2004), as Wenger (2004) defined CoP as “groups of people who share a passion for something that they know how to do, and who interact regularly in order to learn how to do it better” (p. 2).

scholarly journals Situated learning in a business incubator: Encouraging students to become real entrepreneurs

2021 ◽  
pp. 095042222110081
Author(s):  
Oswald Jones ◽  
PingPing Meckel ◽  
David Taylor
Keyword(s):  
Human Capital ◽  
Young People ◽  
Learning Environment ◽  
Communities Of Practice ◽  
Situated Learning ◽  
Financial Burden ◽  
Business Incubator ◽  
Business Incubation ◽  
Job Market ◽  
Gig Economy

The options for conventional graduate careers have become more limited in the last 20 years. This has stimulated an increase in university programmes and modules designed to encourage students to start their own businesses. The recent global Covid-19 pandemic is likely to make the job market even more difficult for those graduating from universities in the next few years. A career as an entrepreneur is a realistic alternative to employment in the ‘gig’ economy for many young graduates. University-based incubators can provide a sheltered learning environment for those wishing to develop business ideas without incurring a large financial burden. In this paper, the authors draw on a range of literature (business incubation, entrepreneurial learning, human capital and communities of practice) to develop a model of a university-based incubator that will support young people in their transition to becoming real entrepreneurs.

CHRONICLES OF BROKEN EVERYDAY LIFE: EVERYDAY PRACTICES OF STUDENTS DURING THE PANDEMIC

2021 ◽  
Author(s):  
Iuliia Panfilova ◽  
Anastasia Krasnozhon ◽  
Daria Gugueva ◽  
Daria Brayko ◽  
Margarita Astoyants
Keyword(s):  
Everyday Life ◽  
Everyday Practices

On the Everyday Life of a Significant Sociologist

2004 ◽  
Vol 40 (3) ◽  
pp. 205-211
Author(s):  
John Germov
Keyword(s):  
Everyday Life ◽  
Social Order ◽  
Critical Appraisal ◽  
Public Intellectual ◽  
Professional Service ◽  
Social Differentiation ◽  
Scholarly Work ◽  
Professional Work ◽  
Sociological Practice ◽  
The Everyday

This article provides a brief overview of Stephen Crook’s scholarly and professional work as a prelude to the articles by Malcolm Waters and Jan Pakulski and Bruce Tranter. His scholarly work particularly focused on the theorization of social differentiation and social order in studies of everyday life. Through the critical appraisal of postmodernist approaches, he developed his own post-foundational radicalist approach that transcended the determinism of unitary meta-narratives, but also avoided relativistic and atheoretical descriptions of the plurality of ‘the everyday’. Yet the everyday relevance of sociological practice was a defining feature of Steve’sweltanschauung, epitomized in his professional service and role as a public intellectual.

scholarly journals Queue Analysis at Yogyakarta Tugu Station

2017 ◽  
Vol 1 (2) ◽  
pp. 105-115
Author(s):  
Handoko Handoko ◽  
Septiana Widi Astuti
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Data Collection ◽  
Everyday Life ◽  
Sampling Technique ◽  
Queuing System ◽  
Railway Station ◽  
Analysis Techniques ◽  
Common Situation

Queue is a common situation that is common in everyday life where consumers wait in front of the counter to get a turn of service or service facilities. The study aims to determine the performance of the queuing system at the train ticket counter at Yogyakarta Tugu Station. This research is an action research. The population in this study are all customers who come to Yogyakarta Tugu Railway Station to purchase train tickets. Sampling using accidental sampling technique. Data collection techniques used are the method of observation and documentation. Data analysis techniques used queuing formulas for Model B: M / M / S. The results showed that the performance of the queuing system at the train ticket counter at Yogyakarta Tugu Station was not optimal.

scholarly journals Social Order and Practical Wisdom of Walking in a Crowd

2018 ◽  
Vol 24 (4) ◽  
pp. 8-29
Author(s):  
Andrei M. Korbut
Keyword(s):  
Social Order ◽  
Practical Wisdom ◽  
Point Of View ◽  
Joint Production ◽  
Social Phenomena ◽  
Social Transformations ◽  
Sociological Approach ◽  
Everyday Practices ◽  
Phenomenal Field ◽  
Almost All

The article suggests returning to the “crowd” as an object of sociological analysis. Crowds have attracted early sociologists because crowds were visual embodiments of social forces that surpass individuals and also served as a symbol of the profound social transformations which were taking place in the late 19th and early 20th centuries. Analyzing crowds allowed for the first sociologists (G. Simmel, R. Park, M. Weber, E. Durkheim) to oppose the psychological interpretation of mass social phenomena with a purely sociological approach. However, in the second half of the 20th century sociologists had lost almost all interest in the crowd, as it did not meet the interests of researchers of “large” social structures, nor the interests of the proponents of interactionist approaches. This article shows that the crowd can again be made interesting for sociology if we were to consider it from the point of view of the everyday practices of the participants. In these everyday practices a specific form of phronesis, i.e. practical wisdom, technical skill coupled with moral judgment about which action is good and which is not, is implemented. It is shown here that the study of the practical wisdom of walking in a crowd requires special concepts and methods that can be found in phenomenology and ethnomethodology. The article suggests using three such concepts for the analysis of crowds: phenomenal field, oriented object, and figuration of details. With the help of these concepts, the methods of the crowd’s situated social order production are analyzed in relation to the management of speed and trajectories of movement, following one another, walkers’ stopping and slowing down, and joining the crowd. This analysis shows that the joint production of the crowd’s social order by its participants is a situated practice, i.e. it consists of making the local scenes of everyday life familiar and accountable, and of assessing the local adequacy of the actions performed.

scholarly journals E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

2021 ◽  
pp. 161-181
Author(s):  
Sylvia Christine Almeida ◽  
Marilyn Fleer
Keyword(s):  
New York ◽  
Young Children ◽  
Everyday Life ◽  
Pedagogical Practices ◽  
Scientific Concept ◽  
Environmental Learning ◽  
Everyday Practices ◽  
Key Informant ◽  
The Everyday ◽  
Diverse Community

AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

Eating at the Borders: Culinary Journeys

10.1068/d52j ◽  
2005 ◽  
Vol 23 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Jean Duruz
Keyword(s):  
Everyday Life ◽  
Sense Of Belonging ◽  
Cultural Geography ◽  
Ethnic Communities ◽  
The West ◽  
Politics Of Place ◽  
Everyday Practices ◽  
Women's Narratives ◽  
Food Cultures ◽  
Food Identity

In this paper I examine intersections of food, identity, and place within the imagined ‘regions’ of everyday practices, stories, and memories. As such, I continue traditions of writing in cultural geography exemplified by David Bell and Gill Valentine's [1997 Consuming Geographies (Routledge, London)] focus on connecting cultures of food and place, Jon May's (1996a, “‘A little taste of something more exotic’” Geography81 57–64; 1996b, “Globalization and the politics of place” Transactions of the Institute of British Geographers, New Series21 194–215) nuanced explorations of ‘exotic’ eating in North London, and by Ian Cook, Phil Crang, and Mark Thorpe's [1999, “Eating into Britishness”, in Practising Identities Eds S Roseneil, J Seymour (Macmillan, London) pp 223–248] reflections on British culinary imaginaries and their ‘multicultural’ inscriptions. Specifically, this paper is concerned with ways that conceptions of ethnicity delineate and divide everyday spaces: how meanings of Britishness and Australianness, based in the primacy of ‘tradition’, ‘the West’, and Anglo-Celtic belongings, permeate everyday life in London and Sydney and shape their food cultures. The paper traces moments in the culinary biographies of two women, one English and one Australian of British descent, living in London and Sydney, respectively, and close to shopping streets known for the diversity of their ‘ethnic’ communities. The women's narratives are instructive in their continuities, as much as in their disjunctions. The argument follows some of these, including unexpected engagements with ‘Asia’ and ‘Europe’ and ‘cosmopolitan identity’. Resonances from these engagements contribute to a more complex and ambivalent sense of belonging than first supposed. This is still the region of ‘mainstream’, ‘Anglo’-identity, yet it is one marked by constant spatial redefinition and by occasional porosity of boundary.

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