Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4330
Title: Taking without consent: Stolen knowledge and the place of abstractions and assessment in situated learning
Authors: Jones, Christopher R
Issue Date: Dec-1999
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Jones, C. R. (1999). Taking without consent: Stolen knowledge and the place of abstractions and assessment in situated learning. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.
Abstract: This paper explores the idea of situated learning and the related idea of a community of practice. These ideas have had a seminal influence in the CSCL community, yet they have received little serious attention in refining their use. This paper uses material from a recently completed piece of research to reflect on the educational (mis)use of the idea of situation. It argues that the view of situation popularized in the works of John Seely Brown and others contains a moral imperative. It maintains that a better understanding of situation might be achieved by adopting a stance that does not privilege a certain type of situation above others.
URI: https://doi.dx.org/10.22318/cscl1999.391
https://repository.isls.org//handle/1/4330
Appears in Collections:CSCL 1999

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