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Etienne Wenger

Etienne Wenger born 1952 in Switzerland is best know for his work with Jean Lave on Situated Learning (1991) and further developing the concept with Communities of Practice (1998).

Etienne Wenger

Grew up in the French-speaking Switzerland
B.S. in Computer Science - University of Geneva, Switzerland -1982.
M.S. in Information and Computer Science University of California - 1984
Ph.D. in Information and Computer Science University of California – 1990

The influence of Information and Computer Science is apparent in the development of his work as he becomes an independent researcher or theorist as he prefers to regarded.

Currently Wenger works with his wife as a consultant working and is visiting professor at Manchester University.

Wenger's list of publications clearly demonstrates the academic development of his theories and interests. Interspersed between his seminal works are publications where he has worked with others applying the concepts that he is developing.

Hall, R.,Kibler, D., Wenger, E. and Truxaw, C. (1989) 'Exploring the episodic structureof algebra story problem solving', Cognitionand Instruction, 6(3), pp. 223-283.

Wenger, E.(1990) 'Toward a theory of cultural transparency', Unpublished doctoral dissertation, University of California, Irvine.

Lave, J. and Wenger, E. (1991) Situated Learning:Legitimate Peripheral Participation Cambridge University Press

Eckert, P. and Wenger, E. (1994) 'From school to work: an apprenticeship in institutional identity', Institute for Research on Learning.

Wenger, E.(1998) Communities of Practice: Learning Meaning and Identity Cambridge University Press

Greeno, J. G.,Eckert, P., Stucky, S. U., Sachs, P. and Wenger, E. (1999) 'Learning in and for participation in work and society', Washington,DC: US Department of Education.

Wenger, E.(2000) 'Communities of practice and social learning systems', Organization, 7(2), pp. 225-246.

Wenger, E. C. and Snyder, W. M. (2000) 'Communities of practice: Theorganizational frontier', Harvardbusiness review, 78(1), pp. 139-146.

Wenger, E.(2001) 'Supporting communities of practice', A survey of community-oriented technologies.

Wenger, E.,Snyder, W. M., Pfeffer, J., Sutton, R. I., Brown, J. S. and Duguid, P. (2001) Harvard business review on organizationallearning. Harvard Business School Press.

Wenger, E.,McDermott, R. and Snyder, W. M. (2002a) 'Seven principles for cultivating communitiesof practice', Cultivating Communities ofPractice: a guide to managing knowledge, 4.

Wenger, E.,McDermott, R. A. and Snyder, W. (2002b) Cultivatingcommunities of practice: A guide to managing knowledge. Harvard BusinessPress.

Snyder, W. M.and Wenger, E. (2003) 'Communities of practice in government: the case forsponsorship', Report to the CIO Councilof the US Federal Government. Ubicado el, 30(12), pp. 2004.

Wenger, E.(2004) 'Learning for a small planet', A research agenda.

Eckert, P. and Wenger, E. (2005) 'Communities of practice in sociolinguistics', Journal of Sociolinguistics, 9(4), pp.582-589.

Lave, J. and Wenger, E. (2005) 'Practice, person, social world', An introduction to Vygotsky, 2, pp. 149-156.

Wenger, E.,Hall, K., Murphy, P. and Soler, J. (2008) 'Identity in practice', Pedagogy and practice: Culture and identities, pp. 105-114.

de Laat, M., Lally,V., Simons, R.-J Wenger, E.. (2006) 'A selective analysis of empirical findings in networked learning research in higher education: Questing for coherence', Educational Research Review,1(2), pp. 99-111.

Wenger, E.,White, N. and Smith, J. D. (2009) Digital habitats: Stewarding technology for communities. CP square.

Wenger, E.(2009a) Communities of practice in health and social care. John Wiley & Sons.

Wenger, E.(2009b) 'A social theory of learning', Contemporary theories of learning, pp. 209-218.

Wenger, E.,White, N. and Smith, J. (2010) 'Learning in communities', Changing Cultures in Higher Education: Springer, pp. 257-283.

Wenger, E.(2010a) 'Communities of practice and social learning systems: the career of aconcept', Social learning systems and communities of practice: Springer, pp.179-198.

Wenger, E.(2010b) 'Conceptual tools for CoPs as social learning systems: boundaries,identity, trajectories and participation', Social learning systems andcommunities of practice: Springer, pp. 125-143.

Wenger, E.(2011) 'Social learning capacity', Re-Shaping Learning: A Critical Reader:Springer, pp. 193-210.

Wenger, E.,Trayner, B. and de Laat, M. (2011a) 'Promoting and assessing value creation in communities and networks: A conceptual framework',

McLachlan, E.,King, N., Wenger, E. and Dornan, T. (2012) 'Phenomenological analysis of patient experiences of medical student teaching encounters', Medical education, 46(10), pp. 963-973.

Hart, A.,Davies, C., Aumann, K., Wenger, E., Aranda, K., Heaver, B. and Wolff, D. (2013)'Mobilising knowledge in community− university partnerships: What does a community of practice approach contribute?', Contemporary Social Science, 8(3), pp. 278-291.

Wenger-Trayner, E.(2013) 'The practice of theory: confessions of a social learning theorist', in Farnsworth, V. & Solomon, Y. (eds.) Reframing educational research: resisting the'what works' agenda: Routledge.

Huysman, M.,Wenger, E. and Wulf, V. (2013) Communities and technologies. Springer Science & Business Media.

Steven, K.,Wenger, E., Boshuizen, H., Scherpbier, A. and Dornan, T. (2014) 'How clerkship students learn from real patients in practice settings', Academic Medicine, 89(3), pp. 469-476.

Wenger-Trayner,E., Fenton-O'Creevy, M., Hutchinson, S., Kubiak, C. and Wenger-Trayner, B.(2014) Learning in landscapes ofpractice: Boundaries, identity, and knowledgeability in practice-based learning.Routledge.

Wenger, E.(2014) Artificial intelligence andtutoring systems: computational and cognitive approaches to the communication of knowledge. Morgan Kaufmann.

Wenger-Trayner,E. and Wenger-Trayner, B. (2015) 'Learning in a landscape of practice', Learning in landscapes of practice.Boundaries, identity, and knowledgeability in practice-based learning, pp.13-30.

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiryNW6tojSAhWsJcAKHSAsBTYQjRwIBw&url=http%3A%2F%2Fwww.flickriver.com%2Fphotos%2Ftags%2Ficls%2Finteresting%2F&bvm=bv.146786187,d.ZGg&psig=AFQjCNE-huer2t1T40pxCaBT-XlI3vFx_A&ust=1486915598231900

Jean Lave a social anthropologist

Wenger worked with Lave as her student on the seminal work that resulted in the publication of Situated Learning:Legitimate Peripheral Participation (1991). This experience informed his future research.

Legitimate peripheral participation is described here as novices becoming experienced members and eventually old timers of a community of practice. These novices become members of a community, initially by participating in simple, low-risk but meaningful tasks which further the goals of the community. Through these peripheral activities, novices become acquainted with the tasks, vocabulary, and the organising principles of the community.

Wenger, E.(1998) Communities of Practice: Learning Meaning and Identity Cambridge University Press

Communities of practice (CoP) are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.

There are 3 key elements to Communities of practice

The domain: CoP is not just a club of friends or a network of connections between people, there is an identity defined by a shared domain of interest. The community value their collective competence learning from each other, even if few people outside the group value or even recognise their expertise

The community: In pursuing their interest in their domain, members engage in joint activities and discussions, helping each other, sharing information, building relationships so that they can learn from each other. Members caring about their standing with each other. Interactions are important to being in a CoP.

The practice: CoP is not merely a community that shares an interest, members need to be practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems, they create a shared practice. This takes time and sustained interaction.

Wenger, E.,White, N. and Smith, J. D. (2009) Digital habitats: Stewarding technology for communities. CP square.

Although this book was written prior the current explosion of the use of social media to support professional activity, it recognises that technology has changed how communities can engage with each other. Seeking to develop a new literacy and language to describe the practice of stewarding technology for communities.

Wenger begins to work with Bev Trayner a learning consultant who specialising in social learning systems. They published

Wenger, E.,Trayner, B. and de Laat, M. (2011a) 'Promoting and assessing value creation in communities and networks: A conceptual framework',

which seeks to create a framework to measure the value of the activities and products of a CoP .

Wenger goes on to change his name to Wenger-Trayner. They have developed a website to promote their work and services.

http://wenger-trayner.com/resources/publications/evaluation-framework/

From 'Promoting and assessing value creation in communities and networks: A conceptual frame work. This clearly indicates that the authors see the production of 'value' to be a cyclical process and complex in nature, which may explain why this is not widely know, used and cited by researchers or practitioners.

It is however a framework that I would seek to consider as a lens when exploring the professional activities of academics on social media.

As a result of his role at Manchester University Wenger-Trayner contributed 'The practice of theory: confessions of a social learning theorist' to Reframing Educational Research where he proposes the concept of 'Plug and Play' for social sciences to help address the concerns related to where it is felt necessary for one theory to replace another with the intent of developing a grand unifying theory. Using the term 'plug and play' from technology, where peripherals are simply added to systems, Wenger-Trayner suggests that theorists need to define the essence of their theories so that others can then place that theory's within the wider system of social theory. He argues that this will allow researcher rigour in combining theories to help them understand what they are studying rather than seeking to use a single theory to explain everything.

Wenger considers himself a theorist he perceives that his theories are related to other theories such as Activity, Structuration, or Actor-Network theories, or the work of people like Bourdieu, Foucault, Gee, and Holland. Indeed he and Lave in Situated Learning:Legitimate Peripheral Participation (Lave & Wenger 1991) suggest that their work departs from standard learning theories

However I see links between Wenger's early work and Social Constructivism and the work of Vygotsky. More recently his work exploring the impact of technology, in particular social media, I feel chimes with the work of George Siemens and Stephen Downes and Connectivism (2004). Siemens too feels that with Connectivism he is moving away from traditional learning theories to consider chaos and network theories to explain how learning happens through predominately online social networks. I perceive that there are links between Connectivism and Social constructivism.

I consider that the work of Wenger provides a useful framework to explore social media networks used for the development of professional and academic practice. In an emerging area of research it is challenging for researchers to find rigorous and established theories and frameworks as a lens for their studies. I feel that both 'Situated Learning: Legitimate Peripheral Participation' and 'Communities of Practice: Learning Meaning and Identity' go some way to address this.

Although I am yet to be convinced that his more recent work on developing a framework to assess the value creation of networks is rigorous and useful; I do feel that there is potential in this concept and watch with anticipation.