TY - JOUR
T1 - A framework for fostering a community of practice
T2 - Scaffolding learners through an evolving continuum
AU - Hung, David
AU - Chee, Tan Seng
AU - Hedberg, John G.
AU - Seng, Koh Thiam
PY - 2005/3
Y1 - 2005/3
N2 - This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT-based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners' co-construction efforts are encouraged and experienced.
AB - This paper proposes a framework of an evolving community of practitioners along a simulation, participation, and codetermined interactions continuum. Simulation, participation, and codetermined interactions are three models of learning, which describe how learners can be brought through a scaffolded process within a community experience. The framework also focuses on the processes rather than on the outcomes or products of a community. In this paper, we describe a case study of a group of heads of Information and Communications Technology (ICT) in schools being scaffolded through an experiential workshop to achieve learning outcomes such as ICT-based project work (as product) and other constructivist dispositions of learning (as processes). The proposed framework is intended to be sufficiently broad so that learners are supported from simulation to codetermined interactions where autonomy of learners' co-construction efforts are encouraged and experienced.
UR - http://www.scopus.com/inward/record.url?scp=33745197741&partnerID=8YFLogxK
U2 - 10.1111/j.1467-8535.2005.00450.x
DO - 10.1111/j.1467-8535.2005.00450.x
M3 - Article
AN - SCOPUS:33745197741
VL - 36
SP - 159
EP - 176
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
SN - 0007-1013
IS - 2
ER -