The Curriculum within a Community of Practice - A Case Study -

Esquema 4. Esquema Conclusivo relativo aos Webheads in Action Esquema 4. Esquema Conclusivo relativo aos Webheads in Action *Adapted from Schwier, R. (2002), diagram ** based on Oliver, R. e Herrington, J. (2000 ) *** “ A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners ” (Lave and Wenger, 1991, p. 97). Structuring Learning Elements** Authentic Activities Articulation between Tacit and Explicit knowledge Authentic Contexts Integrated assessment Coaching e Scaffolding Reflection Multiple roles and Perspectives Collaborative Construction of knowledge Acess to expert performances (diff. levels) In an Online CoP Stimulated by: History Identity Plurality Autonomy Participation Integration Learning Technology Future Socialization Communication Interaction Discussion Feedback Sharing Collaboration Professional Development and acquisition of GOOD PRACTICES Thru a Learning Curriculum*** Results Mutuality CoP Elements*

*Adapted from Schwier, R. (2002), diagram

** based on Oliver, R. e Herrington, J. (2000 )

*** “ A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners ” (Lave and Wenger, 1991, p. 97).

“ A learning curriculum is a field of learning resources in everyday resources in everyday practice viewed from the perspective of learners” (Lave and Wenger, 1991, p. 97). The CoP is the curriculum itself Shared Repertoire Mutual Engagement Joint Enterprise Routines, resources; sensibilities; artefacts; vocabulary; styles ; stories; tools; events ; etc Engagement Interaction Interrelationships Socialization Humanware (Re)Negotiation of meaning Interpretations Feedback Collaboration