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Etienne wenger presentation

  1. 1. Knowledgeability in landscapes of practicefrom curriculum to identity<br />Etienne Wenger<br />SHRE conference<br />Newport, Wales<br />December 15, 2010<br />
  2. 2. The individual and the socialcreativity and development<br />"The positive development of a society in the absence of creative, independently thinking, critical individuals is as inconceivable as the development of an individual in the absence of the stimulus of the community." <br /> - Albert Einstein <br />
  3. 3. A social theory of learningsome key concepts<br />learning<br />Where do webelong?<br />community<br />Who are webecoming?<br />practice<br />identity<br />What are we doing?<br />meaning<br />What is ourexperience?<br />
  4. 4. A community of practice is ...<br />… a self-governed learning partnership among people, who<br /><ul><li> share challenges, passion or interest
  5. 5. interact regularly
  6. 6. learn from and with each other</li></ul> improve their ability to do what they care about<br /> In gangs… <br /> they learn to survive on the streets<br /> In organizations…<br /> they provide better service to clients<br />
  7. 7. A body of knowledgethe curriculum<br />
  8. 8. KnowledgeabilityCompetence and experience<br />socially defined competence<br />personal experience<br />
  9. 9. A complex landscape of practicea (social) body of knowledge<br />Teaching<br />Professional<br />body<br />Researchdiscipline 1<br />Regulatory<br />body<br />Researchdiscipline 2<br />WorkplaceB<br />WorkplaceA<br />Profession I<br />Profession II<br />Service recipientB<br />Service recipentA<br />
  10. 10. Competing views of practicecommunities and boundaries<br />Regulatory<br />body<br />Teaching<br />Researchdiscipline 1<br />boundaryprojects<br />boundaryobjects<br />Professional<br />body<br />Researchdiscipline 2<br />broker<br />WorkplaceB<br />WorkplaceA<br />peripheralaccess<br />Profession I<br />Profession II<br />boundary practices<br />Service recipientB<br />Service recipentA<br />
  11. 11. Economy of meaningLocality and power<br />local<br />no subsumption<br />territorial claims<br />influence<br />
  12. 12. Vertical and horizontal accountabilitytwo simultaneous trends<br />Vertical accountability…<br />Hierarchy<br />Institutionalized accountability Evidence-based prescription Codification and regulationStandards of qualification<br />Horizontal accountability…Communities and networks Peer-to-peer learningPersonal meaning Engagement and creativity Individual identity/reputation<br />CoP<br />
  13. 13. A complexifying landscape of practicenew entrants and contenders<br />NGO’s<br />Open curriculum<br />Regulatory<br />body<br />Google<br />Teaching<br />Researchdiscipline 1<br />Informalcommunities<br />boundaryprojects<br />boundaryobjects<br />Professional<br />body<br />Researchdiscipline 2<br />Professional networks<br />broker<br />WorkplaceB<br />Wikipedia<br />WorkplaceA<br />peripheralaccess<br />Topical<br />websites<br />Profession I<br />Profession II<br />Social networks<br />Twitterers<br />boundary practices<br />Service recipientB<br />Bloggers<br />Service recipentA<br />Client<br />communities<br />
  14. 14. Knowledgeability as the modulation of identificationa shift in the burden of identity<br />
  15. 15. Finding oneself in a landscape of practicemodes of identification<br />Imagination<br />Seeing afuture<br />Beingcreative<br />Locating oneself<br />Crossingboundaries<br />Alignment<br />Building a trajectory<br />Engagement<br />Making adifference<br />Goingdeep<br />
  16. 16. Distinct carriers of knowledgeabilitypractice and identity<br />
  17. 17. Convening social learning spacesexercising complex identities<br />Develop modulation and improvisation capability<br />Use boundaries as learning assets<br />Combine engagement, imagination, and alignment<br />Balance accountability and expressibility<br />
  18. 18. The 21st century will be the century of identity<br />The future of learningfrom knowledge to knowledgeability<br />If you are going to be a driving force in the strategic remaking of the landscape of learning and innovation…<br />… how can your institutions help address this emerging learning challenge?<br />
  19. 19. Thank you!<br />Etienne Wenger<br />etienne@ewenger.com<br />www.ewenger.com<br />
  20. 20. Purple in the noselanguage and meaning in practice<br />
  21. 21. Learning from a social perspectivecompetence and experience<br />Socially defined competence:degrees of masteryparadigmatic trajectoriesbaseline and frontier<br />The experience of membersaccountabilityclaims to competencepersonal trajectories<br />Learning can be defined as a realignment ofcompetenceandexperience, whichever leads the other.<br />
  22. 22. The role of higher educationa few questions<br />Is this view of learning relevant to the research and teaching mission of the university? <br />In what ways does it change how a university serves its students?<br />How does it affect the role of the university in society at large? <br />What would it take to institutionalize such a view? <br />What implications does it have for research into Higher Education? What kind of research questions does this view call for?<br />

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