3 Matching Annotations
  1. Sep 2015
    1. 3ĖĖ Ė   Ė Ý$  ĖĖĖ    Ė Ė  CĖ]Ė  $ Ė Ė    Ė   Ė ĖĖ  1Ė Ėå,ĖĖ ĎĖĖĖĖĖ  ĖĖ^_ ďr@Ė žñÇÈ¿ÀòŸæóĖ‰xŠÉ³ Zç¬ÕÖÁą1

      (Had difficulty highlighting, but it is the last paragraph of the chapter). I think this connects perfectly to the story Raquel shared on Slack about her family business and what she called "bi-directional" learning. I wish LW had been this explicit earlier on about everyone learning and being a new-comer to some degree, no matter how long they have been a part of a CoP

    2. It might be useful to give a sense of this interplay by anal-ogy to a window. A window's invisibility is what makes it a window, that is, an object through which the world outside becomes visible. The very fact, however, that so many things can be seen through it makes the window itself highly visible, that is, very salient in a room, when compared to, say, a solid wall.

      I really appreciate this analogy about the window as a tool for transparency, providing access (making visible the things the learner needs).

    1. It is by the theoretical process of decentering in relational terms that one can construct a ro-bust notion of "whole person" which does justice to the mul-tiple relations through which persons define themselves

      decentering supports identity creation as a person in the world

      So identity, along with learning, is a fluctuating, negotiated discourse.