1.Boundary practices

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Á½ËêÁË,ÎҼǵÃËûÒÔÇ°»¹Ð´¹ý ÎÒϲ»¶¡°È«ÎÄÈâË¿¡± À´ÌÖÂÛ SharpReader Èí¼þ¡£½ñÌìÁÄÌìʱËû»¹ËµµÀ¡°½²¹ÊÊ¡±ÊǺܺõĽÌÓýÊֶΣ¬×îºÃ½ñºóÄܹ»¡°½²¹ÊÊ ³ö³ÌÐò¡±£¬¹ûÕæÈç´Ë£¬ÄÇ¿ÉÒªºÃºÃ¶ÍÁ¶Ò»Ï½²¹Êʵı¾ÁìÁË¡£ Æäʵ¡°½²¹ÊÊ¡±ÀúÀ´ÊǺܺõĽÌÓý·½Ê½£¬Á÷´«ÏÂÀ´µÄÄÇô¶àÔ¢ÑÔ¹ÊʾÍÊǺܺõÄÀýÖ¤¡£ÔÚ Êµ¼ùÉçÇø(CoP)µÄÈýÒªËØ (ÁìÓò¡¢ÉçÍÅ¡¢Êµ¼ù)µÄʵ¼ù»·½Ú£¬Ò²ºÜÍƳ硰½²¹ÊÊ¡±µÄ·½Ê½£¬ÒòΪ´ó¼Ò×øÔÚÒ»Æð¡°½²¹ÊÊ¡±£¬¿ÉÒԺܺõش«µÝÒþÐÎ֪ʶ£¬ÔÚÇáËÉÓä¿ìµÄÐÄÇéÏÂÓ¡ÏóºÍÀí½â»á¸üÉî¿Ì¡£¶ÔÁË£¬×îÔ绹ÓÐ Joi µÄ Ivan's adventures in weblog space ͨ¹ý¡°½²¹ÊÊ¡±µÄÐÎʽºÜºÃµÄ½éÉÜÁËbloggingËùʹÓõļ¼Êõ£¬¶¼ÊǷdz£µäÐ͵ĺÃÀý×Ó¡£ ÆäËûÏà¹ØÁ´½Ó£º All Life Is Problem Solving-Storytelling and Problem Solving: Part 1 All Life Is Problem Solving-Storytelling and Problem Solving: Part 2 upwind @ 01:13 | ÔĶÁÈ«ÎÄ | ÆÀÂÛ(0) | ÒýÓÃTrackback(0) | ±à¼­ 2004-08-05 16:57 ʵ¼ùÉçÇø£¨CoP£©¸ÅÄîͼ xiuli ÔÚ Éç»áÐÔÈí¼þÓëѧϰ µÄÑݽ²ÖÐÔøÌᵽʵ¼ùÉçÇø£¨CoP£©µÄÈýÒªËØ£ºÁìÓò¡¢ÉçÇø¡¢Êµ¼ù¡£½ñÌìÕýºÃ¿´µ½ÓÉ Christopher M. Johnson »æÖƵĸÅÄîͼ£¬ÃèÊöÁËʵ¼ùÉçÇø£¨CoP£©µÄÀíÂÛ¡£ ½«Í¼ÖеÄÁ´½ÓÒ³ÃæµÄÎÄ×ֻ㼯µ½Ò»Æð£¬ÈçÏ£º COMMUNITY OF PRACTICE A CoP is a community whose main goal is learning. Learning takes precedence over completing tasks as the main goal. In traditional organizations, task completion takes precedence over learning (i.e., learning is a by-product of task completion). Communities of Practice have three components (Wenger, McDermott, & Snyder, 2002). KNOWLEDGE DOMAIN A knowledge domain is the area of knowledge the community agrees to learn about and advance. It is negotiated among the participants, especially the community's experts. However, the experts need to listen to both novices and members on the boundary in order to explain and reinforce the knowledge domain. COMMUNITY The community of a CoP consists of its members. However, one differences is that it includes all of the members, including those who rarely participate. 1.Boundary practices Unlike traditionally recognized organizations (e.g., companies, departments, schools, etc.), CoPs do not have clearly defined boundaries, nor should they. In other words, their boundaries are permeable and overlap with other CoPs. For online communities, the way to find the boundary areas is looking for the members who don't participate very often. They are often labeled as "lurkers", which has a negative connotation. Actually, boundary members use the knowledge they get from one CoP in other CoPs. However, sometimes boundary members step in with an outside view of a situation, for example, a debate in the community that intererests them. The core members should welcome and consider these new views. Even if a new idea or different point of view is not accepted, it will cause debate and rearticlation of an aspect the CoP's domain of knowledge; thus, further developing its knowledge domain. 2.Experts The experts of a CoP are often the most active and visible members. However, there is no clear dividing line between novice and experts in a CoP (as between a teacher and a student), rather their is a continuous range of expertise from novice to experts. Also, members are experts or specialized in different areas. 3.Novices Novices and newcomers have just as an important role in a CoP as experts. They start participating as soon as they join, often taking on the more general learning tasks, which helps give them an overview of the CoP. They also help the experts reinforce community knowledge and understanding via their questions and comments. Lave & Wenger (1991) call their activity "legitimate peripheral participation". 4.Movement to expertise Via legitimate peripheral participation (Lave & Wenger, 1991), there is a continuum of expertise within a CoP. Negotiated Meaning The CoP members have an agreed understanding of how to use the tools (artifacts) they have, as well as the knowledge domain they work in. However, this agreement is being challenged by novices and newcomers. Facilitation Facilitation is akin to consulting or coaching, as opposed to management. It is a technique used by leaders and experts in CoPs. Trust CoPs cannot work without members trusting each other to reciprocate help and ask questions without fear of being chastised. Reflection Reflection is the articulation of explicit knowledge. When experts verbalize what they know, it does several things. First, they put their explicit knowledge into understandable terms for novices. Second, they often interate these explanations several times by clarifying details and answering questions. This verbalization reinforces what they know, helps create novice to expert paths, and strengthens the explicit knowledge of a community as a whole. Social Scaffolding Scaffolding is the difference between what someone does on their own and what someone can do with expert help.. The social aspect is when it is done together actively among a community, as opposed to a "how to" manual or a CD-ROM. Rotating leadership CoP leadership is based on expertise and not authority. The CoP leadership changes to whoever has the expertise in a given area for a given learning task at a given time. In fact, one of the strengths of a CoP is not being a knowledge guru, rather it is knowing who the expert is in the area that you need at a given time. PRACTICE Practice can be defined as actively learning and by participating with experts and peers. 1.Artifacts Artifacts are physical and non-physical products that a CoP designs uses to symbolize its learning (e.g., objects, documents, communication tools, Web sites, blogs, discussion forums, chat rooms, etc.). Artifacts are actively used in practice by the CoP members. 2.Community and Implicit Knowledge Community knowledge is the combined knowledge of its members, which is greater than the knowledge of any one member. Implicit knowledge is an important concept in CoPs. It is non-verbal, unconscious knowledge that comes by engaging in practice (i.e., actively learning by doing and collaborating with peers and experts) or telling stories. Explicit knowledge is recognized and labeled as knowledge and can be tested. All of these types of knowledge are important in CoPs, whereas traditional education values explicit knowledge. Stories One way of transferring implicit knowledge is through stories, in which members get together and talk about how they solved a problem in a particular area. The stories become modified over time as different members use the knowledge in different situations. Collaboration The second way of transferring implicit knowledge is by participating and collaborating with both experts and peers. By helping and observing experts in action, novices obtain gradual expertise themselves. The implicit knowledge is not transferred via explanation, and making something explicit does not guarantee its transfer at all. 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