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4.12.1 Communities of practice and technology

Communities of practice are technical and social networks which set the context in which new knowledge arises in daily work, and determine how it is shared and interpreted, what counts as important knowledge and how people become recognised as members of that community:

A good deal of new technology attends primarily to individuals and the explicit information that passes between them. To support the flow of knowledge,
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4.11.1 Debating and negotiating meaning

The two briefings in Boxes 4.10 and 4.11 illustrate other technological approaches to supporting socially based forms of knowledge generation, with the common theme of facilitating negotiation and debate among stakeholders. These are examples of tools which can assist communication between communities of practice as they seek to understand each other's perspectives.

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4.4.2 Mapping across multiple communities of practice

In introducing the core concepts, we highlighted the perspective that ‘what counts’ as valuable knowledge is unavoidably shaped by the communities of practice to which the ‘publisher’ and ‘consumer’ belong. One makes situated judgements regarding the relevance of a new piece of information for oneself and others, and how to store or share it appropriately. One geographical metaphor conjured up by this perspective is that of ‘islands’ of local coheren
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2.2 Representation, interpretation and communities of practice continued

The preceding discussion brings us to a critical concept introduced earlier: the community of practice (Lave and Wenger, 1991; Wenger, 1998; Bowker and Star, 1999). Wenger emphasises that such communities are not the preserve of what are commonly conceived as knowledge workers. Wenger's central example is of a department of staff processing medical insurance claims, somewhat in contrast to the autonomous knowledge workers defined by Peter Drucker. In fact, as the term reflects,
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Introduction

Knowledge technologies embody formal models of how the world works. If well designed, these models can relieve people of mundane activities and free them up to concentrate on what they do best. At their best, knowledge technologies can detect patterns in information which are too complex for humans to detect, or which they do not have time to detect, and can deliver this information to the right people, at the right time, in the right form for interpretation. This unit looks at the cor
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Activity 2

Click on 'View document' below to open and read the remainder of Audrey Linkman's article on 'Photography and art theory', then answer the questions.

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Atletiek : Verspringen
Naamloos.jpg

Dit document bevat een lesvoorbereiding atletiek waarbij het onderwerp verspringen is. De techniek wordt aangeleerd startend vanuit de basis en wordt geleidelijker aan complexer.


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Space Shelter
The invasion has taken place and we need to find a new home. To ensure your survival beyond earth's occupation you must design a shelter that can be built on another planet. Students will research the characteristics of a planet of their choice. They will design a shelter that will allow them to survive on a new planet, and explain it in words.
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Attack of the Raging River
In this lesson, the students will discover the relationship between an object's mass and the amount of space it takes up (its volume). The students will also learn about the concepts of displacement and density.
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Sextant Solutions
The earliest explorers did not have computers or satellites to help them know their exact location. The most accurate tool developed was the sextant to determine latitude and longitude. In this activity, the sextant is introduced and discussed with the class. Students will learn how a sextant can be a reliable tool that is still being used by today's navigators and how computers can help assure accuracy when measuring angles. Also, this activity will show how computers can be used to understand
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Shapes of Strength
Students are introduced to brainstorming and the design process in problem solving as it relates to engineering. They perform an activity to develop and understand problem solving with an emphasis on learning from history. Using only paper, straws, tape and paper clips, they create structures that can support the weight of at least one textbook. In their first attempt to build the structures, they build whatever comes to mind. For the second trial, they examine examples of successful buildings f
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Sneaking Up On Sneakers
This activity explores why different types of sneakers are used in a variety of common sports. It connects how engineers analyze design needs in sneakers and everyday items. The goal is for students to understand the basics of engineering associated with the design of different types of athletic shoes. Sneakers are one of the most commonly worn shoes in our American culture. They provide comfortable support for our feet as we go about our active lives as students, athletes, educators, and engine
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Engineering in Sports
Imagining themselves arriving at the Olympic gold medal soccer game in Beijing, students begin to think about how engineering is involved in sports. After a discussion of kinetic and potential energy, an associated hands-on activity gives students an opportunity to explore energy absorbing materials as they try to protect an egg from being crushed.
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Possible Locations: Activity
Students will use their knowledge of scales and areas to cut out rectangular paper pieces to represent caverns to scale with the maps. These paper cutouts can then be placed on the maps to help students decide where the best locations
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Images of the Sun
Skylab's solar experiments captured images of the sun in incredible detail and revealed unknown aspects of the Sun.
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4.1 Focusing on support practice

If you are a teaching assistant, your role of supporting teaching and learning in the classroom may have evolved with time. Alternatively you may have been recruited to the role for that very purpose. Perhaps you lie somewhere in the middle, having joined the body of teaching assistants just as the role was being reviewed and bearing witness to its expansion and development. In the final section of this unit, we focus with a degree of detail on the practice of teaching assistant Caroline High
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3.4 Evolving roles in teaching

The impact of the expanding contribution of teaching assistants on the teacher's role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make adjustments to their practice in order to work with teaching assistants as team colleagues. Despite the presence of assistants in primary schools, the focus of much initial teacher training is on teachers working in classrooms on their own rather than as collaborators with other adults. While th
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3.3 Distinctive contributions

In Activity 1 you looked at brief descriptions of the duties of classroom support staff working in eight schools across the UK. Despite the brevity of information, there is sufficient to suggest that teaching assistants in these schools have wide ranging roles, and that their different titles relate to different types of responsibilities. Let us now consider the essential nature of the work that assistants do and the way they contribute to the totality of work in a classroom.

Are teachi
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1.4 Ways of working and contributing

The physical design of most primary schools certainly reflects the expectation that teachers work in classrooms with large numbers of children. In fact, given their large classes, most schools feel quite crowded. The employment of teaching assistants has doubled the number of adults working in some classrooms and, as Schlapp and Davidson note in the pdf document attached in Section 1.2, this has sometimes led to problems with regard t
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Automated Reasoning
Automated Reasoning - Nicholas Gibbins Keywords:automated reasoning , analytic tableaux , resolution
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