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51.
PHILIPPE HERT 《The Information Society》2013,29(4):329-360
This article focuses on different means of constructing a scholarly on-line debate related to the field of science, technology, and society. The study shows how scientific interactions are reproduced in a new medium while, simultaneously, some users take advantage of new possibilities offered by the medium. The first section analyzes how the debate emerged, was constructed, and subsequently revealed the heterogeneity of goals and ideas among the participants. The second section discusses the practices that the participants explored to make the debate evolve. Two attitudes, identified as strategic and tactical, were observed. The tactical practices were to enable the emergence of a sense of community. From this perspective, the way some participants sustained mobilization and stimulated participation are analyzed. The strategic attitude is illustrated through the behavior of those who tried to be the leaders in the debate. 相似文献
52.
M. Gail Jones Grant E. Gardner Laura Robertson Sarah Robert 《International Journal of Science Education》2013,35(10):1756-1774
Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed. 相似文献
53.
ICT and Community of Practice 总被引：2，自引：1，他引：1
The paper describes an action research study investigating ICT as an integrated artefact in lower secondary schools in Norway. The study is part of a national project called PILOT, which focuses on the pedagogic use of ICT in education. The aim of the project is to develop an understanding of how ICT can become an integrated part of the teaching process and the case study focuses on how ICT impacts the design of practice fields towards a community of practice concept in one PILOT school at the lower secondary school level. The findings from questionnaires, observations and interviews with the principal, teachers and students revealed that implementing ICT in parallel with other innovations and dismantling “preserving structures” has contributed positively towards developing the practice field and achieving the different aims for the school. The school has avoided an incremental implementation of ICT, and this seems to be an important strategy for the school's design towards a community of practice concept. 相似文献
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55.
Luciana D’Adderio 《Research Policy》2008,37(5):769-789
Drawing from advances in Organisational Studies and recent debates within Economic Sociology and the Sociology of Financial Markets, this paper proposes a theoretical framework that characterises the mutual adaptation between formal routines and rules, on one hand, and actual performances, on the other, as iterative cycles of framing, overflowing and reframing of knowledge inputs and actions. This framework, combined with the ethnographic observation of the ‘engineering freeze’ process at a leading automotive manufacturer, allows us to advance Routine Theory by (1) capturing the dynamics of convergence and divergence between procedures and performances; and (2) improving our understanding of the influence of artefacts and distributed agencies on routine evolution. 相似文献
56.
Knowing in action: Beyond communities of practice 总被引：2，自引：0，他引：2
This paper engages with the recent turn in the social sciences towards communities of practice as a driver of learning and knowledge generation across a variety of different working environments. While agreeing with the broad reinstatement of situated social practice in thinking on the dynamics of knowledge capitalism, the paper takes issue with the increasingly homogeneous and instrumentalist use of the term communities of practice to encapsulate ‘knowing in action’. On the basis of an extensive review of the available literature, the paper argues for the importance of differentiating between different varieties of knowing in action. The paper notes the differences - in organisation, spatial dynamics, innovation outcomes, and knowledge processes - between four modes: craft or task-based knowing; epistemic or high creativity knowing; professional knowing; and virtual knowing. The proposed typology is used to illustrate the insight gained from such analytical precision, through a discussion of the spatial configuration of knowing in action, long assumed to require spatial proximity. It is shown that spatial and relational proximity - which can be struck at a distance - should not be treated as one and the same. 相似文献
57.
Coaches' apparent preferences for informal and self-directed modes of learning have been highlighted in the literature. Consequently, there is a need for innovative coach education approaches that complement these clearly preferred, informal routes and better provide coaches with the professional skills they need to deal with the complex nature of their work. Online blogs are one such tool said to have the potential to strengthen and promote critical thinking and reflection on professional practice; however, research evidence and theoretical frameworks for their use is inconclusive and currently lacking. Therefore, the purpose of part 1 of this two-part investigation was to explore the use of shared online blogs as a tool to promote reflection and community of practice (CoP) in a cohort of 24 undergraduate sports coaching students (5 females, 19 males). Four group blogs, purposely designed to support informal workplace learning, were subjected to content analysis in order to determine the emergent reflective quality of blog entries and the extent to which functioning online CoPs emerged. Findings revealed that shared blogs were a useful tool to promote higher order reflective thinking, and fully functioning online CoPs emerged in all four groups. 相似文献
58.
In part one of this paper, Stoszkowski and Collins showed that shared online blogs were a useful tool to structure and support the informal learning of a cohort of final year undergraduate sports coaching students. The aim of the present study was to offer insight into student coaches' perceptions of their use and experiences of structured group blogging for reflection and learning. Twenty-three student coaches (5 females, 18 males), purposely sampled from the original study, took part in four semi-structured focus group interviews. Interview data were inductively analysed. Student coaches were generally very positive about their learning experiences and the pedagogical approach employed. This was especially apparent in terms of perceived increases in levels of reflection, knowledge acquisition and improvements in coaching practice; changes corroborated by the data presented in part one. A range of reasons emerged for these outcomes, alongside several potential limiters of engagement in shared group blogging as a learning endeavour. Whilst these findings support recent, and growing proposals to systematically incorporate Web 2.0 technologies such as blogs into coach education pedagogy, several key considerations for the process of using such tools are outlined. Finally, the implications for coach educators are discussed. 相似文献
59.
David Hung Der-Thanq Victor Chen 《Educational technology research and development : ETR & D》2007,55(2):147-167
This paper posits that authenticity is an aspect of both the context and the process of learning. These two aspects cannot
be seen in isolation and must be analyzed as one unity. We refer to this coupling relationship as the context–process authenticity.
Existing learning and instructional approaches associated with authenticity, such as simulations, participation, and co-evolution
privilege the authenticity of professional practices and do not adequately tackle the issue of the transitions across contexts.
To avoid demeaning the authenticity of schools, we recommend other approaches, which emphasize the identity enculturation
aspect in diverse communities. Furthermore, we argue for a context–process authenticity continuum. This continuum encompasses
both school and professional communities and the context–process authenticity coupling. Implications are discussed with respect
to the proposed context–process authenticity continuum. 相似文献
60.
随着信息通信技术和学习理论的发展,学校越来越重视班级学习共同体的建构以及知识共享在促进个体成长和共同体发展方面的作用。然而在班级学习共同体内部隐性知识的共享存在着诸多的障碍,如何克服隐性知识共享上的障碍、有效地挖掘和利用这些知识,应该成为当前教育领域高度关注的问题。本文仅对“班级学习共同体”隐性知识的共享作尝试性的分析,指出隐性知识共享的障碍并提出克服障碍的方法。 相似文献