Jean Lave, Etienne Wenger and communities of practice

La théorie des communautés de pratique - Etienne Wenger Dylan Wiliam: 'Every Teacher Can Improve' I watched a short video of Dylan Wiliam giving a talk to teachers yesterday through Zoe Elder’s blog – see here. I thought the short extract was so good and such a positive way to begin the new year, and the new school term, that I transcribed it in full here: “I think the only way that we can improve teacher quality is to create a culture of continuous improvement. That is given lip service in many districts, but nobody is really facing up to what it really means in practice. You see, I think that every teacher needs to get better. Every teacher fails on a daily basis. Many of you will walk out of this room absolutely convinced I said stuff I know I didn’t say. Our daily experience as a teacher is a failure. This is something you are never going to have to worry about. Thanks to Zoe for finding the video. Like this: Like Loading...

Travaux d'été pour votre communauté répétez l’opération jusqu’à obtenir une version satisfaisante. Idée 8Dites «nous» quandvous parlez à vosmembres. “Vous restez avec nous ? ”C’est ce que m’a demandé, l’autre jour, le barista d’un Starbucks en metendant mon café pour savoir si j’allais le boire sur place ou dehors.En y réfléchissant un peu et enextrapolant cette phrase à noscommunautés, je me suis dit que 1)c’était une façon élégante et trèsintelligente d’impliquer nosmembres, et que 2) le mot “nous”est un mot que nous utilisons peu.Alors que le “tu” ou le “vous” sonttrès présents sur nos communautés,nous sommes plus avares du“nous”.Or, “nous”, c’est vous (mesmembres) et moi - autrement dit :nous tous - la communauté.Et vous, combien de fois dites-vous«nous» par jour quand vous parlezavec les membres de votrecommunauté ? Idée 9Lisez sur votre métier.Mais pas que. 18 rulesof Community engagemen t”, que j’avais interviewée pour le blog. - Freerange kids de LenoreSkenazy. The paradox of choice :whymore is less, de Barry Schwartz

Connected Learning: An Agenda for Research and Design This report is a synthesis of ongoing research, design, and implementation of an approach to education called “connected learning.” It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition. This report investigates how we can use new media to foster the growth and sustenance of environments that support connected learning in a broad-based and equitable way. To join the Connected Learning Google + Community, click here.

The dynamics of managing/nurturing networks of practice Image by D'Arcy Norman via Flickr I received a beautiful article (thanks to Julie Ferguson!). Just got a tip through the comments that it's also online. This is the full reference to the article: Agterberg, M., Van den Hooff, B., Huysman, M., & Soekijad, M. (2010). The authors make a distinction between NoPs and CoPs; networks of practice and communities of practice. CoP or NoP doesn't matter, there are important insights into the management interventions to support NoPs (or CoPs I'd say...). I've never held the belief that communities are fully self-emergent and that you can not intervene/facilitate in communities of practice. What are the findings from the study of 22 NoPs in one organisation? 4. Personally I feel relational and structural embeddedness are very connected to each other and both relate to the level of social capital. But what did the study find out about management interventions in all these types of embeddedness?

'The Butterfly Effect' in Schools ‘The Book of Life’ by David Kracov (see here: “If a single flap of a butterfly’s wing can be instrumental in generating a tornado, so can all the previous and subsequent flaps of its wings, as can the flaps of the wings of millions of other butterflies, not to mention the activities of innumerable more powerful creatures, including our own species.”Edward Lorenz, ‘Predictability: Does the Flap of a Butterfly’s Wing in Brazil Set Off a Tornado in Texas?’ The genius concept of ‘the butterfly effect’ has long since flourished in popular culture since Professor Lorenz, of MIT, founded this central tenet of chaos theory. The beautiful image provides a striking analogy for how small actions can have tremendously powerful effects – often independent of the intent of the initial action. The theory can inspire different interpretations. Such butterfly analogies are beguiling. Like this: Like Loading...

[e-management, communautés virtuelles et gestion des connaissances] vulgarisation et pratique Lundi 19 septembre 1 19 /09 /Sep 00:00 Ca y est, vous y êtes... le moment est venu de lancer la communauté de pratique. Voici la check list - issue en partie des travaux du Cefrio - des principaux travaux à réaliser pour lancer efficacement sa communauté de pratique : Par Max Dorane - Publié dans : Communautés de pratique 1 Mercredi 20 juillet 3 20 /07 /Juil 00:00 Pour ceux qui - comme moi - préparent tout à la dernière minute, voici des documents à télécharger et à imprimer avant d'entrer en réunion. [ ] La feuille de Bloc Note : très utile et plus propre pour écrire droit (plutôt qu'une feuille blanche issu du bac à imprimante)[ ] La gestion des mots de passe. Par Max Dorane - Publié dans : Boîte à outils [téléchargement] 1 Jeudi 30 juin 4 30 /06 /Juin 00:00 L'idéal lorsque l'on intègre une communauté de pratique et de pouvoir tour à tour s'approprier un rôle différent. Je vous propose de faire le point sur les rôles qui interagissent dans une communauté de pratique. [ En savoir plus ]

How Collaborative Learning Leads to Student Success A culture that emphasizes collective wisdom and collaborative work has helped students at The College Preparatory School (above) in Oakland, California, achieve academic success. It's a foggy, grey morning in Oakland, California, but that hasn't deterred Betsy Thomas, a math teacher at The College Preparatory School (College Prep), from taking her students outside for a geometry lesson. Today, her students will become land surveyors, using rope and chalk to draw geometric shapes on the courtyard's blacktop. Her aims are to help students visualize the concepts already introduced in the classroom and to reinforce the learning through group collaboration. A team of three boys begins constructing an equilateral triangle, after which they will construct two parallel lines and a triangle circumscribed by a circle. College Prep is an elite, coed, nonprofit private high school, tucked into a scenic glen in the foothills of Oakland, California. Opening the Door to Classroom Collaboration

Communauté de pratique Un article de Wikipédia, l'encyclopédie libre. Pour les articles homonymes, voir COP. La théorie des communautés de pratiques formalisée par Wenger (1998)[1] s'inscrit dans une évolution épistémologique qui a conduit le domaine de la gestion des connaissances d'une vision technocentrée vers une vision anthropocentrée. Cette théorie prône une perspective sociale de l’apprentissage, insérée dans les pratiques collectives au sein des communautés de pratique. Cette position offre un cadre original de lecture des phénomènes d’apprentissage collectif et permet d’envisager celui-ci sous un angle différent. Wenger (2005), développe le concept de communautés de pratique comme un groupe de personnes qui travaillent ensemble (à travers des plateformes internet par exemple tels que des forums, des vidéo-conférences, des courriels…) et qui sont en fait conduites à inventer constamment des solutions locales aux problèmes rencontrés dans leur pratiques professionnelles. ou autres. Portail de la sociologie

A bottom-up approach to CPD is ‘best’ Imparting knowledge of teaching is not always best done from the “top,” explains Andrea McMahon. After attending his first Learning Lunch in the newly-established Centre for Excellence in Teaching (CET) at Newham College, maths lecturer Anwar Faruqh summarised his experience, saying: “What an excellent idea – it’s like having our own Institute for Learning on our doorstep”. His enthusiasm is exactly the sentiment that those involved in centre hope will gather momentum and inspire other teachers in the college to take ownership of their professional development. Engaging in activity whose primary purpose is to develop professional practice is the bedrock of expert teaching and training. The recently updated Teaching Standards capture this clearly as demonstrated through the three domains: professional values and attributes, professional knowledge and understanding, and professional skills. Professional development is most effective when a bottom-up approach is favoured over a top-down one.

Communautés de pratique - Réseau ou… - Gestion de projet… - Caractéristiques… - Caractéristiques… - Critères de succès… - [e-management, communautés virtuelles et gestion des connaissances] vulgarisation et pratique Lundi 19 septembre 1 19 /09 /Sep 00:00 Ca y est, vous y êtes... le moment est venu de lancer la communauté de pratique. Voici la check list - issue en partie des travaux du Cefrio - des principaux travaux à réaliser pour lancer efficacement sa communauté de pratique : Par Max Dorane - Publié dans : Communautés de pratique 1 Jeudi 30 juin 4 30 /06 /Juin 00:00 L'idéal lorsque l'on intègre une communauté de pratique et de pouvoir tour à tour s'approprier un rôle différent. Je vous propose de faire le point sur les rôles qui interagissent dans une communauté de pratique. Quels rôles trouve t-on dans les communautés de pratique ? [ En savoir plus ] Par Max Dorane - Publié dans : Communautés de pratique 2 Dimanche 22 mai 7 22 /05 /Mai 00:00 Voici un schéma des caractéristiques des communautés de pratique. Les caractéristiques structurantes d'une communauté de pratique peuvent se définir selon les critères suivants : Fichier pdf / version imprimable

Problem-Based Learning (PBL) | Department of Chemical Engineering Website at McMaster University by Don Woods There are 3 topics on this page: What is PBL? Problem-based Learning: PBL is any learning environment in which the problem drives the learning. That is, before students learn some knowledge they are given a problem. The problem is posed so that the students discover that they need to learn some new knowledge before they can solve the problem. Research projectsEngineering design projects that are more than a synthesis of previously learned knowledge.The traditional and well-known "Case approach", popular with business schools, may or may not be problem-based learning. Small group, self-directed, self-assessed PBL is a use of problem-based learning which embodies most of the principles known to improve learning. If small group, self-directed, self-assessed PBL is so great for learning, why isn't everyone doing it? PBL and Problem Solving Problem solving is the process used to solve a problem. Doesn't putting students in a PBL environment develop their problem solving skills?