Community learning suggest to me that we also need to talk about community assessment of learning and community credentialing.
Recently we posted these thoughts about engaging stakeholders in the assessment process
I’m also wrestling with this:
you say: “It is, rather, meant to point to the learning that takes place on top of that model and to point to the strategies for continuing learning throughout a career. There is a base amount of knowledge that is required to be able to enter a community, and there are methods for acquiring the specific kinds of literacy needed to learn within a specific community.”
I’m wrestling with your thought that community learning sits over top of existing models for developing foundational learning needed to enter a community.
What about “legitimate peripheral participation” as a way of entering a community? John Seely Brown says:
“One of the powerful implications of this view [legitimate peripheral participation] is that the best way to support learning is from the demand side rather than the supply side. That is, rather than deciding ahead of time what a learner needs to know and making this explicitly available to the exclusion of everything else, designers and instructors need to make available as much as possible of the whole rich web of practice-explicit and implicit-allowing the learner to call upon aspects of practice, latent in the periphery, as they are needed.”
Longer post by me here, trying to build a learning community at WSU: