1. Knowledgeability in landscapes of practicefrom curriculum to identity Etienne Wenger SHRE conference Newport, Wales December 15, 2010
2. The individual and the socialcreativity and development "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." - Albert Einstein
3. A social theory of learningsome key concepts learning Where do webelong? community Who are webecoming? practice identity What are we doing? meaning What is ourexperience?
6. learn from and with each other improve their ability to do what they care about In gangs… they learn to survive on the streets In organizations… they provide better service to clients
9. A complex landscape of practicea (social) body of knowledge Teaching Professional body Researchdiscipline 1 Regulatory body Researchdiscipline 2 WorkplaceB WorkplaceA Profession I Profession II Service recipientB Service recipentA
10. Competing views of practicecommunities and boundaries Regulatory body Teaching Researchdiscipline 1 boundaryprojects boundaryobjects Professional body Researchdiscipline 2 broker WorkplaceB WorkplaceA peripheralaccess Profession I Profession II boundary practices Service recipientB Service recipentA
12. Vertical and horizontal accountabilitytwo simultaneous trends Vertical accountability… Hierarchy Institutionalized accountability Evidence-based prescription Codification and regulationStandards of qualification Horizontal accountability…Communities and networks Peer-to-peer learningPersonal meaning Engagement and creativity Individual identity/reputation CoP
13. A complexifying landscape of practicenew entrants and contenders NGO’s Open curriculum Regulatory body Google Teaching Researchdiscipline 1 Informalcommunities boundaryprojects boundaryobjects Professional body Researchdiscipline 2 Professional networks broker WorkplaceB Wikipedia WorkplaceA peripheralaccess Topical websites Profession I Profession II Social networks Twitterers boundary practices Service recipientB Bloggers Service recipentA Client communities
15. Finding oneself in a landscape of practicemodes of identification Imagination Seeing afuture Beingcreative Locating oneself Crossingboundaries Alignment Building a trajectory Engagement Making adifference Goingdeep
17. Convening social learning spacesexercising complex identities Develop modulation and improvisation capability Use boundaries as learning assets Combine engagement, imagination, and alignment Balance accountability and expressibility
18. The 21st century will be the century of identity The future of learningfrom knowledge to knowledgeability If you are going to be a driving force in the strategic remaking of the landscape of learning and innovation… … how can your institutions help address this emerging learning challenge?
21. Learning from a social perspectivecompetence and experience Socially defined competence:degrees of masteryparadigmatic trajectoriesbaseline and frontier The experience of membersaccountabilityclaims to competencepersonal trajectories Learning can be defined as a realignment ofcompetenceandexperience, whichever leads the other.
22. The role of higher educationa few questions Is this view of learning relevant to the research and teaching mission of the university? In what ways does it change how a university serves its students? How does it affect the role of the university in society at large? What would it take to institutionalize such a view? What implications does it have for research into Higher Education? What kind of research questions does this view call for?