Etienne Wenger-Trayner

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This chapter explores the implications of the integration of large language model AIs, such as ChatGPT, into communities of practice and social learning spaces, providing some preliminary suggestions for social learning leaders. Social learning is about grappling with uncertainty together, forming meaningful experiences through identity and activit...

More than thirty years after Lave and Wenger’s Situated Learning: legitimate peripheral participation (1991), the concepts of communities of practice and situated learning are widely used by academics and practitioners. In this symposium, we aim to revisit the past developments around CoP and situated learning and offer insights for future research...

Etienne Wenger (1998) applied the term ‘communities of practice’ (CoP) to groups of people who come together to understand and respond to a shared topic of concern, emphasising examples from work organisations. This is something that human society has always done, but in analysing the process and exploring how to cultivate it, social learning theor...

Introduction Etienne Wenger (1998) applied the term ‘communities of practice’ (CoP) to groups of people who come together to understand and respond to a shared topic of concern, emphasising examples from work organisations. This is something that human society has always done, but in analysing the process and exploring how to cultivate it, social l...

This article outlines how a community of practice can be designed within management education for effective leadership development. Through a qualitative study of a cohort of 25 owner–managers of small businesses, we explore how a program community of practice (PCoP) acts as a pedagogical device for focusing on the development of leadership practic...

While mixed methods research is increasingly established as a methodological approach, researchers still struggle with boundaries arising from commitments to different methods and paradigms, and from attention to social justice. Combining two lines of work—social learning theory and the Imagine Program at the University of Brighton—we present an ev...

Dans le domaine de la formation professionnelle, le modèle des « communautés de pratique » (Wenger, 1998) devient une référence importante. Il est alors utile de se demander ce que sont les implications de ce modèle pour ceux et celles qui aujourd'hui s'intéressent à la formation dans son incarnation moderne, c'est-à-dire faisant appel aux réseaux,...

Context: Learning outcomes for residency training are defined in competency frameworks such as the CanMEDS framework, which ultimately aim to better prepare residents for their future tasks. Although residents' training relies heavily on learning through participation in the workplace under the supervision of a specialist, it remains unclear how t...

The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The int...

Over the past decade different approaches to mobilising knowledge in Community-University Partnership (CUP) contexts have emerged in the UK. Despite this, detailed accounts of the intricate texture of these approaches, enabling others to replicate or learn from them, are lacking. This paper adds to the literature which begins to address this gap. T...

Although communities of practice develop organically, a carefully crafted design can drive their evolution. In this excerpt from a new book, the authors detail seven design principles. The payoff? Knowledge management that works. Seven principles for cultivating communities of practice In Silicon Valley, a community of circuit designers meets for a...

To explore how undergraduate medical students learn from real patients in practice settings, the factors that affect their learning, and how clerkship learning might be enhanced. In 2009, 22 medical students in the three clerkship years of an undergraduate medical program in the United Kingdom made 119 near-contemporaneous audio diary entries refle...

If the body of knowledge of a profession is a living landscape of practice, then our personal experience of learning can be thought of as a journey through this landscape. Within Learning in Landscapes of Practice, this metaphor is further developed in order to start an important conversation about the nature of practice knowledge, identity and the...

Over the past decade different approaches to mobilising knowledge in Community-University Partnership (CUP) contexts have emerged in the UK. Despite this, detailed accounts of the intricate texture of these approaches, enabling others to replicate or learn from them, are lacking. This paper adds to the literature which begins to address this gap. T...

Medical Education 2012: 46: 963–973 Context It is important to know how patients are affected by becoming opportunistically involved in medical student education. In previous studies, researchers rather than patients set the research agenda and expert patients or people well known to teachers were more often involved than ordinary people. Objective...

People experience being part of a community in a wide variety of ways: communities have different styles. That is why different habitats work for different communities. This chapter organizes this diversity into nine distinct “orientations” we have observed in practice. Each orientation is associated with a set of tools that supports its patterns o...

The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned wi...

We live in a small world, where a rural Chinese butcher who contracts a new type of deadly flu virus can infect a visiting international traveller, who later infects attendees at a conference in a Hong Kong hotel, who within weeks spread the disease to Vietnam, Singapore, Canada, and Ireland. Fortunately, the virulence of the Severe Acute Respirato...

Creating a Learning Culture features insightful essays from industry observers and revealing case studies of prominent corporations. Each chapter revolves around creating an environment where learning takes place each day, all day - fundamentally changing the way we think about how, what, and when we learn, and how we can apply learning to practice...

We believe there are three fundamental design criteria that help specify essential characteristics of a world learning system capable of addressing the scope and scale of the global challenges we face today. Problems such as overpopulation, world hunger, poverty, illiteracy, armed conflict, inequity, disease, and environmental degradation are inext...

This article defines communities of practice as an approach for cross-organizational collaboration, highlights several success stories, and provides guidelines on how to cultivate communities of practice to improve performance outcomes. The complexity of today’s challenges and associated performance expectations—in public, private, and non-profit...

Government today faces unprecedented challenges, from rising citizen expectations to an expanding breadth and complexity of problems to address. These challenges require an increased capability for learning and innovation as well as a scope of coordination that are not afforded by current structures. Creating large consolidated departments such as...

Government today faces unprecedented challenges, from rising citizen expectations to an expanding breadth and complexity of problems to address. These challenges require an increased capability for learning and innovation as well as a scope of coordination that are not afforded by current structures. Creating large consolidated departments such as...

Government today faces unprecedented challenges, from rising citizen expectations to an expanding breadth and complexity of problems to address. These challenges require an increased capability for learning and innovation as well as a scope of coordination that are not afforded by current structures. Creating large consolidated departments such as...

Propuesta administrativa inscrita dentro la corriente de la administración del conocimiento, consistente en la formación de lo que los autores llaman comunidades de práctica, para la creación de una verdadera organización de conocimiento. Aunque las comunidades en general tienen un proceso de formación "natural", las compañías han de ser más proact...

This essay argues that the success of organizations depends on their ability to design themselves as social learning systems and also to participate in broader learning systems such as an industry, a region, or a consortium. It explores the structure of these social learning systems. It proposes a social definition of learning and distinguishes bet...

Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. L...

In this important theoretical treatise, Jean Lave, anthropologist, and Etienne Wenger, computer scientist, push forward the notion of situated learning--that learning is fundamentally a social process and not solely in the learner's head. The authors maintain that learning viewed as situated activity has as its central defining characteristic a pro...