Week13

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 * What is the distinction between //participation// and //engagement//? Is it simply that //participation// refers to a community, whereas //engagement// refers to the individual? Is there more to it? (JLK)

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 * I'd like to have a better understanding of the difference between peripherality and marginality. (JMG) p165-167.

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 * There are different kinds of marginality (e.g., marginalities of competence and marginalities of experience). How do these kinds intersect with peripherality and other notions of interactions? (AJ).
 * How does an individual change from one form of participation/non-participation to another? (AJ).


 * WORK AND NOTES FROM IN-CLASS 4/09/12 **
 * WORK AND NOTES FROM IN-CLASS 4/09/12 **

__Overarching Themes to Wenger's Conceptual Framework (the book)__

 * Trajectories. Change and transformation (Identity, Meaning, and even reifications, participation and non-participation). Ongoing/evolving.
 * Practice
 * Modes of Belonging: Engagement, Imagination, Alignment. (Can be without three at the same time, these are distinct modes).
 * Duality (numerous dualities. INTERACTION creates opportunities for learning). Tension occurs within one duality. Balance connects to how Wenger talks about negotiation (inclusion of both). Ex: the relationship between emergent and design. Is there ANY aspect of learning that is NOT a duality, at all (according to Wenger) ??? Perhaps the notion of change. Perhaps the notion of emergence (Wenger includes emergent/design duality).
 * (Recall of image on page 14). Domain of Inquiry in the grey region.
 * Characterizing the community. Cannot think about the individual w/out the community and vice-versa.
 * Learning (see pages 226-227 for twelve bullets of different principles of learning within Wenger's framework).
 * Four different dimensions of design //__**for**__// learning (four dualities on page 232).


 * __Terms__**
 * Participation & Non-Participation. One might actively choose to (or not to) take part. One might passively take part (or not). Both of these can cause movement within a community (towards or away from the "inside").
 * Peripherality & Marginality. Both are descriptions of the motion (for example, towards or away from the inside). Both are descriptions concerning the boundary, where one is not able to or chooses not to act as a full participant. In the case of peripherality, the individual is "enabled" to be or stay near the boundary of the community. In the case of marginality, there are forces that prompt non-participation that moves one towards the boundary (or out of the community). Peripherality is enabling, whereas marginality concerns problematic influences.
 * Competence & Experience. (Recall the flower and the computer in coda 1). This is a duality - the flower represents the experience artificially divorced of competence, and the computer represents competence artificially divorced of experience. Each pulls the other to enhance learning (see page 140). This description is similar to the discussion of reification and participation. Experience (of meaning) includes both reification and participation to negotiate the meaning. Competence also includes both reification and participation, but these are complementary aspects to that of experience.
 * Participation and Engagement. "[P]articipation is broader than engagement" (p. 57). Engagement refers to specific tasks with specific people, whereas participation need not include these. We can turn engagement "on and off", but not participation. Participation is on-going (for the class when we are reading, thinking and working outside of the class). Engagement occurs when we are in-class, working and discussing. Participation includes engagement (but not vice-versa). Engagement includes the negotiation of meaning (participation and reification).
 * (pg 190). Economies of Meaning. Page 199 - these can be singular and plural. Communities determine the values - what's most important, etc.
 * Identification:
 * Negotiability: This involves some influence of meaning, power, etc.

We become who we are (and who we are not) by how we negotiate meaning and engage in identification within the community.


 * || _Learning_____ || __Identity__ || _Meaning__ ||
 * General Remarks (Brainstorming) ||  ||   ||   ||
 * Participation & Non Participation ||  ||   ||   ||

Options: Modes of Belonging Design


 * || _Learning___Meaning__AND___Identity___ ||
 * General Remarks ||  ||
 * Participation & Non-Participation ||  ||
 * (Educational) Design ||  ||
 * (Educational) Design ||  ||