As Karen Hadley argues ,Situated learning theory positions the ‘community of practice’ as the context in which an individual develops the practices (including values, norms and relationships) and identities appropriate to that community. It simply creates an environment in which learners can simply make useful meaning from real day to day activities such as field …
Tag: AAR#4
Sep 22
Rhetorical Analysis
Rhetorical (Hopefully?) Analysis As humans we always strive to feel a connection with other beings and a mutual understanding of a topic with the others in whatever situation we may be in. For example, if one were sitting in a chemistry class listening to a lecture, one would hope …
Sep 21
AAR#4
Andre Cutrim FYS AAR#4 Karen Handley’s essay, “Within and Beyond Communities of Practice.” talks about what is a community of practice and what its like to be an individual within the community. Community of practice focus around a group of people who share similar ideas about their field this creates the practice of the community. Individual’s …
Sep 21
Communities of Practice
In “Within and Beyond Communities of Practice,” by Karen Handley, the situated learning is dissected. Furthermore, she highlights difference between participation, identity, and practice. If you want to understand not only the academic community but all communities of practice, you must understand Handley’s argument. I played soccer in high school. I would spend hours juggling, …
Sep 21
Rhetorical Analysis of Communities of Practice
The arguments presented in Handley’s articles discuss the the intricate sometimes ambiguous components of situated learning. Handley explains optimization of learning is centered around the relationship of identity, practice, and participation and expatiates on how each relates to the process. Investigating how these factors take form in specific discourse communities can provide a broad understanding …
Sep 21
Within and Beyond Communities of Practice
In the article “Within and Beyond Communities of Practice”, Karen Handley and her colleagues attempt to highlight different conceptual issues that communities of practice, as the crucial part of situated learning theory, encounter. They do that by first identifying situated learning theory as the one which provides opportunities to participate in the practice of the …