Learning Through a Community of Practice Approach
Competency-based education involves teaching about the tools and practices of our respective disciplines. But there is a particular type of knowledge that is learned from the very use of these tools and engagement in the discipline’s practices. This paper proposes that such knowledge is meta-knowledge and is made up of meta-competencies that also need to be learned. This supposition is tested through a case study of an instructional program designed on socio-constructivist theories and emphasizing a discipline’s tools and practice. The results help to shape a list of recommendations for designing instruction that promotes these meta-competencies.
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