CUOTAS APERIÓDICAS

(2)Sense of Continuity- this is a sense of security of interpreting situations over time and space, imparting a sense of coherence in understanding the ‘world’ and

its relationship with the ‘self’.

(3)Distinguishing Factor – is the part of self-identity which defines them distinctly and being different from the others, in this case of CoPs this distinguishing factor is the unique social identity of the group members with respect to individuals who are outside the group.

(4)Direction – a term borrowed from Alvesson & Smith (2002) which defines the nature of judgment or decision one would make based on the individuals sense of appropriateness of a situation. Identity offers a guideline for decision-making in this case through the sense making mechanism (Mitchell et al., 1986). The researcher conceives of the idea of a broader value system, in terms of the desirable and undesirable, being part of ‘self-identity’ construction which would act as a guide compass for navigating when making decisions.

3.10SITUATED LEARNING – THE BIRTH PLACE OF COMMUNITIES OF PRACTICE:

3.10.1 BACKGROUND:

Situated Learning theory arose against the backdrop of a burgeoning radical critique of the

cognitive theories of learning, where knowledge is perceived as an ‘abstract construct’, it

questions the pedagogic assumption of a classroom-based teaching where knowledge is transferred, (poured into the heads) to a student with the context playing no role

(Lave&Wenger,1991;Handley et al., 2006). Situated Learning can be termed as the point

which called for a distinct paradigm shift in one’s understanding of ‘how we learn?’.

Cognitive learning is based on a positivist, rational assumption that knowledge is an ‘an abstract object’ which represents reality and this is to be acquired through reasoning and

description by manipulation of rationalist and symbolic logic with the assistance of a teacher (Gardner, 1987; Wenger, 1991; Handley, 2006). Cognitive theories of learning

then conceptualize knowledge as an ‘object’ which is abstract and that learning takes

place in the individual in a decontextualized fashion.

It is at this point of individual experience of a learner that Situated Learning ushers in a new dimension with the contesting of the idea of learning as being solely an individual effort, but also being a socially mediated one, where it is part of a social practice (Lave&Wenger, 1991; Handley, 2006).

3.10.2 SITUATED LEARNING – THE CONCEPT:

Situated Learning can be appropriately termed as the birthplace of Communities of Practice; the very concept of CoPs was launched in the context of Situated Learning, which originated as evident from the earlier discussions as an introduction to a new Learning Theory. Situated Learning emphasized the socio-cultural dynamic and the practice involved in learning, the key element being participation in ‘social practice’ and the influence on identity construction through learning processes with its central focus on

the process of participation. To phrase it in simple terms, ‘we participate, we learn, we

create new meanings shared by others in the CoP and we construct our identities on an

ongoing basis’. This was buttressed by the results from an extensive study done by Lave

and Wenger (1991) on apprenticeships amongst the different professions covering five examples like midwives, tailors, quartermasters, meat cutters and non-drinking alcoholics.

1.0 Knowledge – in the context of Situated Theory is best appropriated by the term

‘Knowledgeability’ which is defined as “all the things which actors know tacitly about

how to go on in the context of social life without being able to give them discursive expression” (Giddens, 1984) In other words, Knowledge is no longer ‘abstract’,

‘objective’, which can be codified and made explicit, residing in the head of the individual

but located and actively constructed in social practice (Wenger,1991; Adams & Freeman,2000; Brown,2000).

2.0 Learning:

In Situated Learning, the process of learning is a matter of ‘participating’ as an ‘insider’ in

a CoP, an active process. During the process of learning the learners do not just receive

passively instructions and construct ‘objective’ individual knowledge but rather they learn how to be part of a community, how to ‘function’ in a community (Brown & Duguid,

1991; Lindkvist, 2005). Learners are being ‘acculturated’ rather than educated. Learning also has to be contextual and is important to be able to grasp history and traditions that still exist within a CoP. While participating in the practices of the community the identity is developed and as the learners acquire identities along the way they also become active participants (Lave & Wenger, 1991; Handley et al., 2006).

3.10.2.1 Situated Learning – the processes:

Fundamentally the learning process in Situated Learning happens within Communities of Practice and not solely at the individual level, and involves active interactions, sharing, internalizing, storytelling and participation in the practice (Wenger et al., 2002; Brown & Duguid, 1991; Ardichvili et al., 2006). Communities of Practice are forums for such interpersonal exchanges and the process is a reflexive engagement through dialogue involving sense making and creation of meaning from experience. (Cunliffe, 2002; Juriado & Gustaffson, 2007).

So the researcher wishes to propose that the learning activity of Situated Learning happens through the twin processes of:

(1) LPP – Legitimate Peripheral Participation (2) Storytelling – Sharing of narratives

(Wenger et al., 2002; Hildreth, Kimble & Wright, 2000; Pettonen & Lämsä, 2004; Juriad & Gustaffson, 2007).

It would be relevant to mention that a study conducted by Kohlbacher & Mukai (2007) on the learning communities in Hewlett Packard (Consulting & Integration) in Japan also confirmed the processes of storytelling, conversation, coaching and apprenticeship being enabler for the learning activity amongst the community members.

3.11LEGITIMATE PERIPHERAL PARTICIPATION – ANALYTIC APPROACH