Theory Of Knowledge Essays 2005

Legitimation and participation together define the characteristic ways of belonging to a community whereas peripherality and participation are concerned with location and identity in the social world (Lave & Wenger 1991, p. Lave and Wenger's research looked at how apprenticeships help people learn.They found that when newcomers join an established group or community, they spend some time initially observing and perhaps performing simple tasks in basic roles as they learn how the group works and how they can participate (an apprentice electrician, for example would watch and learn before actually doing any electrical work; initially taking on small simple jobs and eventually more complicated ones).Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling.

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In many organizations, communities of practice have become an integral part of the organization structure (Mc Dermott & Archibald 2010).

These communities take on knowledge stewarding tasks that were formerly covered by more formal organizational structures.

Lave and Wenger observed situated learning within a community of practice among Yucatán midwives, Liberian tailors, navy quartermasters and meat cutters (Lave & Wenger 1991) as well as insurance claims processors. Other fields have made use of the concept of Co Ps.

Examples include education (Grossman 2001), sociolinguistics, material anthropology, medical education, second language acquisition (Kimble, Hildreth & Bourdon 2008), Parliamentary Budget Offices (Chohan 2013), health care and business sectors, and child mental health practice (AMBIT).

In some organizations there are both formal and informal communities of practice.

There is a great deal of interest within organizations to encourage, support, and sponsor communities of practice in order to benefit from shared knowledge that may lead to higher productivity (Wenger 2004).

It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991).

Co Ps can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of Co Ps do not have to be co-located.

For examples of how these and other collaboration types vary in terms of their temporal or boundary focus and the basis of their members' relationships, see Kietzmann et al. A project team differs from a community of practice in several significant ways (Mc Dermott 1999).

In addition to the distinction between Co P and other types of organizational groupings found in the workplace, in some cases it is useful to differentiate Co P from community of interest (Co I).

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