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Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge
Article

, National Institute of Education, Nanyang Technological University, Singapore

International Journal on E-Learning Volume 1, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In this paper, we suggest how links between schools and communities of practice can be forged through networked on-line learning communities. We recognize that efforts have already been made to push 'communities of practice' into the school-classroom, for example, authentic tasks and the social construction of knowledge. However, it would seem that schools still lack the 'contextualized' nature of the workplace where knowledge is being appropriated and negotiated. Complementing schools, we suggest that on-line technologies can connect schools with real communities of practice, assisting students to appropriate the implicit and explicit interconnections of knowing within the workplace. Through such a bridging process, we hope that on-line communities are able to 'scaffold' students from peripheral to central participation through authentic activities.

Citation

Hung, D. (2002). Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge. International Journal on E-Learning, 1(2), 23-33. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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