I think to myself how wonderful life is when your learning something from At One With The World.
For the Writing in Electronic Communities (WEC) class, here are my discussion questions for the second half of Wenger’s book: In Chapter 6, Wenger discusses “the nexus of multimembership” and the “reconciliation” that it entails (158 – 160). Two communities of practice that most of this class shares membership in is this class and the Master of Arts Writing program at Rowan. What other communities do you belong to? How do you have to reconcile those identities? What reconciliation has been necessary or have you experienced because of your membership in WEC which is most likely you newest identity?Electricblogman says: Wenger usage of the word nexus is to define in a meaningful language just how we had to role play a belonging part to meet demands of our community. We are asking to supply a designation of identity in certain concepts for our living environment. I often seen this self portrayed especially after thoughtfully making the appropriate responses to something new. By glancing over it quickly I try to hear in my mind how the message of a particular environmental pressures of the time and place and people that are doing something for each other. I imagine the usage in the class as well as the past. How my vocabulary is accurately expressed with the intention to write. Of course this does not always happen. I belong to a legal community that has policies for members as in a pecking order. The more privileged respected the more experienced. I try to respond to conditions reflective of my own temporal designation under examination in order to follow a transition to the subsequent from the previously used level. The question arises, because we are human and taught in a certain way are habit is to feel our own importance, not the importance of the membership’s policies. Now in an audience of peers I must remember they are the privileged experience. I am just learning on a boundary of practice because of there expertise. Wenger discusses “economies of meaning” (198 – 200). I am grappling with this idea. Can you explain it and give an example or two?Electricblogman says: Wenger terms economies of meaning being free to spend thoughts about the social configuration of a topic. Many times on revision of my own thinking in the race for time to allow adequate dimensions , I will use substitutions for different experiences to empower a fuller context of my being correct. Besides, coherently writing new differentness structure that formulates organizations for transitions to gain support on the matter I artfully point to the things I want the audience to understand. For, instance, in a little story I wrote on three lads out walking, I found a description of techniques was essential for the audience to visualize the effort of a little constant pushing momentum to gain ground. This distinction is a virtual impression; and, a utility for understanding the experience that reaches the eyes and mind of the reader. 3. In “Coda II: Learning Communities” Wenger states:“What makes information knowledge — what makes it empowering — is the way in which it can be integrated within an identity of participation. When information does not build up to an identity of participation, it remains alien, literal, fragmented, and nonnegotiable. It is not just that it is disconnected from other pieces of relevant information; but that it fails two translate into a way of being in the world coherent enough to be enacted in practice. Therefore, to know in practice is to have a certain identity so that information gains the coherence of a form of participation.” (221)How can the information gained in this course become knowledge in your own communities of practice? Electricblogman says: Because I like to use the informal tongue of gut feelings lately in a manner of speaking, I tell things so it’s obvious, easy and smooth for the reader to sense the meaning, however , I must still check myself out of habit, to see that I am not to rough, vague or abstract in the wisdom I obtained from perseverance. Some generalities often disrupt my pattern of thought and precision for weighing out accurate and valid expressions. Still other temptations, I found was my archaic language usage, although I have somewhat overcome this obstacle by sobriety. I try to find a prototype form, using my own words that represent my own personal appearance as a writer. When, of course, I happen to use those special words given to me as suggestions from teachers, friends and/or specialist to highlight phrases, I use them with respect and honor. 4. Chapter 11: “Organizations”Wenger spends time discussing training with organizations. He says, “the point is not that classroom instruction is to be avoided or that a training function is useless, but that both are to supplement, not substitute for, the learning potential inherent in practice.” (250)Think about a time when you had a training course for a new job (or something close to it) and on-the-job training where you worked with another person completing an actual job. From which aspect did you learn more? Why?Electricblogman says: I learned it takes a profound analysis in composition to produce Imagination, precision and beauty. Forms of artistic arrangement s and skillful selection are goals sought to find good organization. Lingo is important and no matter what vernacular one used, if it works to tell the tale, first try it on you. 5. Chapter 12: “Education”Wenger states:“Instruction does not cause learning; it creates a context in which learning takes place, as do other contexts. . . . In other words, teaching does not cause learning: what ends up being learned may or may not be what was taught, or more generally what the institutional organizations of instruction intended. Learning is an emergent, ongoing process, which may use teaching as one o0f its many structuring resources. In this regard, teachers and instructional materials become resources for learning in much more complex ways than through their pedagogical intentions,” (266 – 267).Teachers, past, present, and future, what do you think? What are the implications for education as we currently know it?Electricblogman says: When I got the big picture I slowly turned and step by step I started to organize complements for classifications of virtue valued detail new responses for various kinds of involvements. In sort of a random trial and error comparison approach, values mused with the idea virtues followed evolved, I styled some new social change links in behavior patterns. These coupling procedures definitely help distinguished quality atmospheres for a sense of professional freedom. In fact, when I look at any one particular hybrid species, I could holistically rate its weakness to strength depending on the allusion to the subject matter genre.
