Education, Curiosity, and Happiness
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Education, Curiosity, and Happiness
What roles can curiosity and happiness play in learning?
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Rescooped by Ivon Prefontaine, PhD from Education 2.0 & 3.0!

Nuts and Bolts: Communities of Practice

Nuts and Bolts: Communities of Practice | Education, Curiosity, and Happiness |
How can a small group of people stamp out bad training and bad eLearning? They form, build, and grow a community of practice. You can do it too.

Via Marta Torán, Yashy Tohsaku
Ivon Prefontaine, PhD's insight:
Communities of practice emerge in informal ways, often defying organizational hierarchies and flow charts. They are challenging in school, because of the amount of isolation. That does not mean they could not emerge.
Marta Torán's curator insight, August 1, 2017 1:01 PM

Jane Bozarth analiza una comunidad de práctica de formadores deteniéndose en los 4 componentes del marco desarrollado por Etienne Wenger: Significado - Comunidad - Identidad - Aprendizaje

Rescooped by Ivon Prefontaine, PhD from E-Learning-Inclusivo (Mashup)!

Situated Learning Theory (Lave)

Situated Learning Theory (Lave) | Education, Curiosity, and Happiness |
Summary: Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture. Originator: Jean Lave Key Terms: Legitimate Peripheral Participation (LPP), Cognitive Apprenticeship Situated Learning Theory (Lave) In contrast with most classroom learning activities that involve abstract knowledge which is and out of context, Lave argues that learning is situated; that is, as it normally occurs, learning is embedded within activity, context and culture. It is also usually unintentional rather than deliberate. Lave and Wenger (1991) call this a process of "legitimate peripheral participation." Knowledge needs to be presented in authentic contexts -- settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning -- learners become involved in a "community of practice" which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert. Other researchers have further developed Situated Learning theory. Brown, Collins & Duguid (1989) emphasize the idea of cognitive apprenticeship: "Cognitive apprenticeship supports learning in a domain by enabling students to acquire, develop and use cognitive tools in authentic domain activity. Learning, both outside and inside school, advances through collaborative social interaction and the social construction of knowledge."

Via Ana Cristina Pratas, Bruno De Lièvre, juandoming
Ivon Prefontaine, PhD's insight:
The idea here is that learning happens in and out of school. The learning that occurs in school is taken outside and influences that learning, and vice-versa.

We have used the concept of Communities of Practice as a catch phrase. Vygotsky and Dewey were writing about similar concepts at the same time,
Margarita Parra's curator insight, June 27, 2017 10:36 AM
"Situated Learning Theory posits that learning is unintentional and situated within authentic activity, context, and culture."