The theory behind a community of practice was first introduced by Jean Lave and Etienne Wenger (1991). Firstly described within their novel Situated Learning: Legitimate Peripheral Participation (1992)‚ yet their theory was not noticeably defined until Penelope Eckert (2006) gave this theory the title community of practice. Eckert defines a community of practice as “a collection of people who engage in an ongoing basis in some common endeavor” (Eckert‚ 2006) which is exactly what we see within the
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The Monastery I am a currently trained in Military Free-Fall‚ so it would be safe to say that I have knowledge by observation and participation. I have enjoyed watching skydiving competitions on television and in the military. As a kid I can remember wanting to do that when I grew up. When I joined the Special Forces in 1989 I knew my chances were greatly increasing for me to participate in skydiving operations‚ but it wasn’t until 1995 when that final moment would arrive. I enjoy the excitement
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situate the children in a group format so that they can socialize and interact with each other. I would form this group configuration based on my observations on who works well together and where the distractions originate from etc. My desk would be situated where I could see all of my students. If I were to get a Kindergarten classroom I would probably situate the seats in a group setting or large tables. If I had a third grade classroom I would definitely have a big group meeting mat where
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Some people regard providing knowledge and skills related to future career as the most important funcation for universities. However‚ others insist that the true function of universities is to give access to knowledge for its own sake‚ which coinsides with mine. During primary and secondary‚ we have to be instilled all kinds of discipilines‚ such as maths‚ English‚ physics‚ chemistry‚ etc. Entering universities‚ we should be endowed the rights to acquire knowledge for our own sake. Firstly‚ interest
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Figure 1. Knowledge Management System Continuance Model – Contribution Perspective [6] 2. Knowledge sharing barriers Barriers in healthcare may include functional silos‚ individualism‚ poor means of knowledge capture‚ inadequate technology‚ internal competition and im-proper decision-making roles. Generally‚ there are a mix of structural and infrastructure barriers too which are coupled by the predominance of human ones - social‚ behavioural and psychological.[7] Knowledge sharing barriers are
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Gan‚ Y.‚ & Zhu‚ Z. (2007). A Learning Framework for Knowledge Building and Collective Wisdom Advancement in Virtual Learning Communities. Educational Technology & Society‚ 10 (1)‚ 206-226. A Learning Framework for Knowledge Building and Collective Wisdom Advancement in Virtual Learning Communities Yongcheng Gan Ontario Institute for Studies in Education‚ University of Toronto‚ Toronto‚ Ontario‚ M5S 1V6‚ Canada Tel: +1 416 923-6641 ext 2454 yongcheng.gan@utoronto.ca Zhiting Zhu Educational
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our attitude and the way of learning. Everyone must have their experience when they first time continue their studies at college and met new people. I also have my own experience that I like to share. I continue my studies at College YPC which is situated at Taman Maluri‚ Cheras. I continue my studies by doing foundation in business. I start my college on 25th June 2013. The first day at the college was not very good for me. This is because I am a shy person. I do not talk much to stranger and new
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CREATIVITY & INNOVATION “Two pillars of Knowledge Management” Mr. Abhishek Gupta Lecturer‚ Amrapali Institute of Management & Computer Applications‚ Haldwani Er. Upasana Kanchan Lecturer‚ Amrapali Institute of Management & Computer Applications‚ Haldwani Mrs. Gauri bisht Sr. Lecturer‚ Amrapali Institute of Management & Computer Applications‚ Haldwani Knowledge‚ creativity and innovation are the valuable intangible assets which play a
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Journal of Knowledge Management Emerald Article: A critical review of knowledge management as a management tool Maria Mårtensson Article information: To cite this document: Maria Mårtensson‚ (2000)‚"A critical review of knowledge management as a management tool"‚ Journal of Knowledge Management‚ Vol. 4 Iss: 3 pp. 204 - 216 Permanent link to this document: http://dx.doi.org/10.1108/13673270010350002 Downloaded on: 23-04-2012 References: This document contains references to 78 other documents
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Chapter 11 Knowledge Worker Productivity and The Practice of Self-Management By Jeremy Hunter‚ Ph.D.‚ with J. Scott Scherer More and more people in the workforce—and mostly knowledge workers—will have to manage themselves. —Peter F. Drucker‚ Management Challenges for the 21st Century Toward the end of his life‚ Peter Drucker asserted that making knowledge workers productive was “the biggest of the 21st century management challenges.”1 Other scholars support Drucker’s position. Tom Davenport‚ a
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