Learning Architectures in Higher Education

Learning Architectures in Higher Education restores criticality and rigour to the study of communities of practice as a means of understanding learning, acknowledging that this is one of the most influential and widely used theories of learning to emerge during the last 30 years but one that has been misapplied and diluted. Jonathan Tummons explores communities of practice theory, looking at how its focus on learning as apprenticeship can be understood, providing the reader with a conceptual framework for making sense of learning as a social practice as distinct from an individual, psychological process. Tummons looks at how communities of practice theory needs to be reconfigured to take account of the insights provided by other theoretical models and then applies his critically and theoretically reworked perspective to two distinct higher education contexts, providing critical and powerful tools for examining learning and teaching practices.

Jonathan Tummons is Lecturer in Education and Pathway Leader for the MA Education [for part-time students], in the School of Education at Durham University, UK.

Introduction: What Are Communities of Practice?
1. Introducing Communities of Practice in Higher Education
2. A Critical Perspective on The Use of Communities of Practice Theory
3. 'Community' and Communities of Practice
4. 'Practice' and Communities of Practice
5. Using Learning Architectures to Explore Learning and Teaching in Higher Education
6. Learning Architectures in Medical Education in Higher Education
7. Learning Architectures in Teacher Training in Higher Education
Conclusion: Learning Architectures and Communities of Practice in Higher Education
References
Index

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Learning Architectures in Higher Education Beyond Communities of Practice

Summary

Author Biography

Table of Contents

Supplemental Materials