Cooperative Learning through Communities of Practice
A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solut...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Pascale, Angela [verfasserIn] Lastrucci, Emilio [author] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2010 |
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| Schlagwörter: |
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| Umfang: |
Online-Ressource |
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| Reproduktion: |
IGI Global InfoSci Journals Archive 2000 - 2012 |
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| Übergeordnetes Werk: |
In: International journal of digital literacy and digital competence - Hershey, Pa : IGI Global, 2010, 1(2010), 2, Seite 11-21 |
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volume:1 ; year:2010 ; number:2 ; pages:11-21 |
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10.4018/jdldc.2010040102 |
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10.4018/jdldc.2010040102 doi (DE-627)NLEJ24445910X (VZGNL)10.4018/jdldc.2010040102 DE-627 ger DE-627 rakwb eng Pascale, Angela verfasserin aut Cooperative Learning through Communities of Practice 2010 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies IGI Global InfoSci Journals Archive 2000 - 2012 Community of Learning Community of Practice Cooperative Learning E-Learning Virtual Classroom Lastrucci, Emilio author aut In International journal of digital literacy and digital competence Hershey, Pa : IGI Global, 2010 1(2010), 2, Seite 11-21 Online-Ressource (DE-627)NLEJ244418845 (DE-600)2703233-4 1947-3508 nnns volume:1 year:2010 number:2 pages:11-21 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102&buylink=true text/html Abstract Deutschlandweit zugänglich ZDB-1-GIS GBV_NL_ARTICLE AR 1 2010 2 11-21 |
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10.4018/jdldc.2010040102 doi (DE-627)NLEJ24445910X (VZGNL)10.4018/jdldc.2010040102 DE-627 ger DE-627 rakwb eng Pascale, Angela verfasserin aut Cooperative Learning through Communities of Practice 2010 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies IGI Global InfoSci Journals Archive 2000 - 2012 Community of Learning Community of Practice Cooperative Learning E-Learning Virtual Classroom Lastrucci, Emilio author aut In International journal of digital literacy and digital competence Hershey, Pa : IGI Global, 2010 1(2010), 2, Seite 11-21 Online-Ressource (DE-627)NLEJ244418845 (DE-600)2703233-4 1947-3508 nnns volume:1 year:2010 number:2 pages:11-21 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102&buylink=true text/html Abstract Deutschlandweit zugänglich ZDB-1-GIS GBV_NL_ARTICLE AR 1 2010 2 11-21 |
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10.4018/jdldc.2010040102 doi (DE-627)NLEJ24445910X (VZGNL)10.4018/jdldc.2010040102 DE-627 ger DE-627 rakwb eng Pascale, Angela verfasserin aut Cooperative Learning through Communities of Practice 2010 Online-Ressource nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies IGI Global InfoSci Journals Archive 2000 - 2012 Community of Learning Community of Practice Cooperative Learning E-Learning Virtual Classroom Lastrucci, Emilio author aut In International journal of digital literacy and digital competence Hershey, Pa : IGI Global, 2010 1(2010), 2, Seite 11-21 Online-Ressource (DE-627)NLEJ244418845 (DE-600)2703233-4 1947-3508 nnns volume:1 year:2010 number:2 pages:11-21 http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102 X:IGIG Verlag Deutschlandweit zugänglich http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/jdldc.2010040102&buylink=true text/html Abstract Deutschlandweit zugänglich ZDB-1-GIS GBV_NL_ARTICLE AR 1 2010 2 11-21 |
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A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies |
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A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. Until now cooperative learning has been limited to traditional training contexts, but it can be realised via Web technologies |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ24445910X</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20240202180116.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">150605s2010 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.4018/jdldc.2010040102</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ24445910X</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(VZGNL)10.4018/jdldc.2010040102</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Pascale, Angela</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Cooperative Learning through Communities of Practice</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2010</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">A community made up of a group of individuals becomes a “community of practice” when a mutual engagement is established between its members. The mutual engagement unites the participants in the carrying out of a common task (Wenger, 1998). The main aim of a community of practice is to find the solution to a problem by sharing experiences (Midoro, 2002). This paper examines the definition, characteristics, management and effectiveness of communities of practice. They are understood as being communities of self-managed learning where professional development is not based on a pre-set training course but on sharing experiences, identifying best practices and helping each other face the daily problems encountered in one’s profession (Trentin, 2000). Such communities are useful in particular working environments as an opportunity to improve digital competences. In communities of practice, it is possible to encourage ways of co-building knowledge through teaching methods such as cooperative learning. 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