In summary, rather than learning by replicating the performance of others or by acquiring knowledge transmitted in instruction, we suggest that learning occurs through centripetal participation in the learning curriculum of the ambient community. Because the place of knowledge is within a community of practice, questions of learning must be addressed within the developmental cycles of that community, a recommendation which creates a diagnostic tool for distinguishing among communities of practice.

Ambient communities of knowledge
Toby Shorin
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From Situated Learning: Legitimate Peripheral Participation (Wenger & Lave 1991)

Connections