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The university's value, we claim, lies in the complex relationship it creates between knowledge, communities, and credentials. Changes contemplated in either the institutional structure or technological infrastructure of the university should recognize this relationship. In particular, any change should seek to improve the ability of students to work(More)
Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is(More)
Community of practice theory is inherently a social theory. As such it is distinct from more individualist accounts of human behavior, such as mainstream economics. It is, then, unsurprising that community of practice theory and economics tend to favor quite different accounts of knowledge. Taking a community of practice perspective, this paper challenges(More)
The shared use of artifacts is, we argue, supported by latent border resources, which lie beyond what is usually recognized as the canonical artifact. These unnoticed resources are developed over time as artifacts are integrated into ongoing practice and stable conventions or genres grow up around them. For a couple of reasons, these resources may now(More)