This paper applies content analysis to a sample of 60 articles representing empirical work grounded in Etienne Wenger's communities of practice (CoP) theoretical framework to investigate ways in which this theoretical perspective has influenced the development of online and blended learning in higher education and in professional development (Wenger et al.,
Among those studies identified, which ones established strong linkages between the CoP framework and their findings?
With thanks to: Emma Goto, Lynne Berry, Alison Clark-Wilson, Cally Kuhne*
Overview from research
Songs/rhymes/games in the home language are a major resource. New songs and rhymes may need to be developed in some languages to help children learn in their new environment.
VSO use, where possible, tablets and associated software and charging kits. These will hold:
- videos of songs, rhymes, games plus
- talking heads explaining why and what about EYS education for those who cannot read the accompanying written materials.
Other resources:
You are welcome to download, adapt and translate this document for your context.
Summary for trainers
Our fundamental idea is that the best online learning is social and active rather than discrete, and that, within the field of teacher education, it is connected with authentic classroom contexts and a shared domain of pedagogic and subject knowledge.
We draw from the large body of research on communities of practice, connectivism, social network theory, and situated learning.
We also look at roles within CoPs, thinking about how these differ from roles in F2F learning situations and how they result in knowledge construction.
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