Comunidades de Práctica
Los estudiantes adultos pueden autoorganizarse en grupos llamados comunidades de práctica. Les permite involucrarse en el análisis a largo plazo de un tema para construir una comprensión más profunda. Estas pueden estar en el contexto del aprendizaje laboral, en un entorno educativo, o pueden ser comunidades informales que se forman alrededor de intereses mutuos. Los miembros de la comunidad pueden compartir experiencia y recursos entre ellos basándose en sus diversos Conocimientos Previos.
Referencias
Abedini, A., Abedin, B., & Zowghi, D. (2021). Adult learning in online communities of practice: A systematic review. British Journal of Educational Technology, 52(4), 1663-1694.
Boud, D., & Middleton, H. (2003). Learning from others at work: communities of practice and informal learning. Journal of Workplace Learning, 15, 194-202.
Burt, M., Peyton, J. K., & Schaetzel, K. (2008). Working with adult English language learners with limited literacy: Research, practice, and professional development. Washington, DC: Center for Applied Linguistics. Retrieved September, 12, 2008.
Hansman, C. A. (2001). Context‐based adult learning. New Directions for Adult and Continuing Education, 89, 43-52.
Harris, P. J., & Daley, J. (2008). Exploring the contribution of play to social capital in institutional adult learning settings. Australian Journal of Adult Learning, 48, 50-70.
Greenawald, D. A., & Adams, T. M. (2008). School nurse book clubs: an innovative strategy for lifelong learning. The Journal of School Nursing, 24(2), 61-65.
Kooy, M. (2006). The telling stories of novice teachers: Constructing teacher knowledge in book clubs. Teaching and Teacher Education, 22(6), 661-674.
Morrison, D., & McCutheon, J. (2019). Empowering older adults’ informal, self-directed learning: harnessing the potential of online personal learning networks. Research and Practice in Technology Enhanced Learning, 14(1), 10.
Office of Educational Technology. (2014). Designing online communities of practice for educators to create value. U.S. Department of Education: Washington, DC.
Rogers, R., & Fuller, C. (2007). As if you heard it from your momma”: Redesigning histories of participation with literacy education in an adult education class. Reframing Sociocultural Research on Literacy: Identity, Agency, and Power, 75-114.