Pedagogical praxis: using technology to build professional communities of practice
ACM SIGGROUP Bulletin - Special issue on community-based learning: explorations into theoretical groundings, empirical findings and computer support
Collaborative learning through augmented reality role playing
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Frames and games in the science museum: a lens for understanding visitor behavior
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Promoting learning in informal learning environments
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Berta's tower: developing conceptual physics understanding one exploratoid at a time
ICLS '06 Proceedings of the 7th international conference on Learning sciences
The epistemography of urban and regional planning 912: appropriation in the face of resistance
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
The epistemography of journalism 335: complexity in developing journalistic expertise
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Teachers' implementation of a game-based biotechnology curriculum
Computers & Education
| Hi-index | 0.00 |
Building on the theory of islands of expertise developed by Crowley and Jacobs (2002), in this paper I develop the concept of epistemic frames as a mechanism through which infusion environments can help students use experiences in one context to help them deal with new situations. I describe epistemic frames as the ways of knowing, of deciding what is worth knowing, and of adding to the collective body of knowledge and understanding of a community of practice (Lave & Wenger, 1991). I use data from two design experiments to extend the concept of islands of expertise, showing how the ability of students to incorporate epistemic frames into their identities suggests a mechanism through which infusion experiences and other rich learning contexts may support activity in novel situations.