Community of practice cop in situated learning approach in the online gaming community

A strong community fosters interaction and encourages a willingness to share ideas as the best forms of education come from a community and social practice. CoP in situated learning is influenced by the co-constructions of learning in specific physical and social environment which is a prevalent view of cognitive process learning. This paper aims to analyze Lave and Wenger situated learning in communities of practice in online gaming in learning. Specific aims for CoP in situated learning • To analyze the best format for the focus of Wenger and Lave CoP in situated learning. • To identify how evolution and building a community is best for learning. The need for being practical is an attribute of the shared resources and platform and the use of the same mechanism of repertoire for solutions.

Practice is as a result of shared interests and through stories and development of the cases that have shared repertoire for individuals. The pedagogy of learning is promoted through the expanded individual relationship in the community. Learning development for the individuals is as a result of identification of gaps, synergy, and coordination, reusing assets, discussing developments, and lastly through the request for information (Zhang & Watts, 2016 p. The online platforms in developing increased learning enable in the development of the skills to deal with the complexities of education which bases the theory behind situated learning. The best community is built through the use of shared practices and enterprises through the social relations which reflect the pursuit of the same goals in social relationships.

The online gaming community is an informal community of practice due to the fluidity of the organization. The mutual engagements in the community are driven by the members' collaboration in the joint activities. The community of practice has been able to develop the skills of individuals over time through the shared repertoire and joint enterprise of mutual engagements. The best community, therefore, is established through the same shared joint activities which lead to identity for the individuals. Intentional instruction is differentiated from the CoP by the peripheral participation learning. The concept ignores the individual process for learning which is separated from the other social activities. Students are developed through the focus on a singular action through participation which is free from distractions.

In the assessment of situated learning in the CoP platforms, continuous practice is used and individualized through collaborations. The relevance of online gaming in learning is attributed to the social integration of the individuals through the stages of the games which enables individuals to learn without the interference of others and participation (Ardichvili, 2008). Situated learning and communities of practice by Lave and Wenger The 1960’s cognitive revolution brought about increased psychological progress which influences constructivism and situated learning in education. The learning approach and theory considers the legitimate peripheral participation especially for the experts and novices in the communities (Anderson, Reder, and Simon, 1996. p. Lave and Wenger based the theory on different kinds of social engagements and the contexts which provide proper learning.

Communities of practice is a social learning approach where individuals collaborate over time through sharing of strategies and ideas to build innovations and determine solutions. The community provides enough supervision for the learners to acquire skills which are being taught. The authenticity of the knowledge presentation increases the capability of the learner in the CoP to thrive in a condition of collaboration and interaction. The provider includes the framework through which individuals can give the required focus in the instructional module for solution to problems. Interactions between individuals foster information sharing and learning. The informal online groups create significant opportunities for the exchange of information which is of importance to improve on the learning experience. Vygotsky’s cognitive theory of learning implies that the activities in CoP influence reasoning, culture, and social interactions.

Scaffolding, contingency teaching entails the use of motivational language and rhetorical questions to induce learning which uses instructional teaching method. Different from the other learning theories Lave and Wenger teaching approach uses working memory, metacognition, behavior, attention, and transfer to induce learning, therefore, being the effective teaching approach as it carries all the elements of other learning approaches. Skinner’s behaviorist theory is based on the individual’s attribution for the acquisition of knowledge which differs from the engagements which are implied by the CoP through practice (Wenger, 2009 p. Constructivism, as informed by Piaget, is a theory of learning which is less dependent on the individual other than the environment of learning which informs the importance of child development. The cyberspace community is of importance as the online gaming makes an active community which has resulted in increased individual literacy through the online media using Lave and Wenger situated learning principles.

Community of practice is built through the interactions between the instructor and the learner who takes the active role in learning through research, critical thinking and facilitation in discussions, and collaborative assignments (Ardichvili, Maurer, Li, Wentling, and Stuedemann, 2006). The computer software and hardware are the vehicles for creating the required conducive environment for learning and acquisition of expertise for the young novices. The face to face interactions is limited which give the student the ability to deduce and share information through critical thinking. Students can deal with the difficulties through consultations from the experts and other individuals which promote peer-to-peer interactions and competitions which make learning more enjoyable and engaging for the students. The communities provide the knowledge-based economies for the social development which is highly represented by the online gaming community.

The increase in the participation and practice by individuals increases expertise. Students are motivated by the experts’ skills in the different gaming levels and as the student strive to beat the expert the more learning takes place. Knowledge is shared across all barriers, and low levels of cheating are recorded compared to the global formal education (Smith, Hayes, and Shea, 2017). Introverts and the non-traditional students can develop equally through the online avenues and use the benefits of the available information to increase expertise and literacy through the collaborations and the interactions with the tutors online. R. , Reder, L. M. and Simon, H. A. Cultural influences on knowledge sharing through online communities of practice.  Journal of knowledge management, 10(1), pp. Bond, M. A.