%0 Book Section %1 CLEE_1_15 %A Hansman, Catherine %B Communities of Practice: Creating Learning Environments for Educators %C Charlotte, NC %D 2008 %E Kimble, Chris %E Hildreth, Paul %I Information Age Publishing %K Adult_Education Andragogy Context Higher_Education Just_Plain_Folks Self-Directed_Learning Situated_Learning %P 293--310 %T Adult Learning in Communities of Practice: Situating Theory in Practice %U http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_15.html %V 1 %X The purpose of this chapter is to discuss adult education and the roles self-directed learning, learning through experience, and Communities of Practice (CoPs) play in modern concepts of Adult Education. The chapter begins with a brief discussion of adult education, self-directed learning and key concepts regarding andragogy and learning in adulthood. The major conceptions of CoPs, particularly as they relate to adult education practice, are examined, as well as the intersection of major ideas concerning adult education, self-directed learning and CoPs. Through exploring the ideas of CoPs, knowledge from those who historically and traditionally have not been counted as 'experts' is valued, thus enhancing the knowledge base of adult education and the development of adult learning theory. Paying attention to context, activity and tools allows us to understand how adult learners discover, shape, and make explicit their own knowledge, thus furthering intriguing discussions as to what counts for knowledge and learning in adulthood. %& 15

@incollection{CLEE_1_15, abstract = {The purpose of this chapter is to discuss adult education and the roles self-directed learning, learning through experience, and Communities of Practice (CoPs) play in modern concepts of Adult Education. The chapter begins with a brief discussion of adult education, self-directed learning and key concepts regarding andragogy and learning in adulthood. The major conceptions of CoPs, particularly as they relate to adult education practice, are examined, as well as the intersection of major ideas concerning adult education, self-directed learning and CoPs. Through exploring the ideas of CoPs, knowledge from those who historically and traditionally have not been counted as 'experts' is valued, thus enhancing the knowledge base of adult education and the development of adult learning theory. Paying attention to context, activity and tools allows us to understand how adult learners discover, shape, and make explicit their own knowledge, thus furthering intriguing discussions as to what counts for knowledge and learning in adulthood.}, added-at = {2008-04-12T22:06:45.000+0200}, address = {Charlotte, NC}, author = {Hansman, Catherine}, biburl = {https://www.bibsonomy.org/bibtex/20e8a1999dd6f3d0b143ac07ddacf1e02/xckuk}, booktitle = {Communities of Practice: Creating Learning Environments for Educators}, chapter = 15, description = {CLEE}, editor = {Kimble, Chris and Hildreth, Paul}, interhash = {d3a234ea67387b291a6abbfcff393d70}, intrahash = {0e8a1999dd6f3d0b143ac07ddacf1e02}, keywords = {Adult_Education Andragogy Context Higher_Education Just_Plain_Folks Self-Directed_Learning Situated_Learning}, pages = {293--310}, publisher = {Information Age Publishing}, timestamp = {2008-04-12T22:06:45.000+0200}, title = {Adult Learning in Communities of Practice: Situating Theory in Practice}, url = {http://www.chris-kimble.com/CLEE/Book_1/Chapters/Chapter_15.html}, volume = 1, year = 2008 }