@article{Matusov_Dyuke_Han_2013, title={Community of Learners: Ontological and non-ontological projects}, volume={14}, url={https://tidsskrift.dk/outlines/article/view/6062}, DOI={10.7146/ocps.v14i1.6062}, abstractNote={<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0in 0pt; line-height: 150%;" class="MsoNormal"><a name="OLE_LINK8"></a><a name="OLE_LINK7"><span style="mso-bookmark: OLE_LINK8;"><span style="font-size: small;"><span style="font-family: Calibri;">Our analysis reveals two major types of "Community of Learners" (COL) projects: instrumental and ontological.<span style="mso-spacerun: yes;"> </span>In instrumental COL, the notion of community is separated from instruction in order to reach some preset endpoints: curricular or otherwise. We notice three main instrumental COL models:<span style="mso-spacerun: yes;"> </span>relational, instructional, and engagement.<span style="mso-spacerun: yes;"> </span>Ontological COL redefines learning as an ill-defined, distributed, social, multi-faceted, poly-goal, agency-based, and situated process that integrates all educational aspects.<span style="mso-spacerun: yes;"> </span>We will consider two ontological COL projects into: narrowly dialogic and polyphonic. </span></span></span></a></p><span style="font-family: Times New Roman; font-size: small;"> </span>}, number={1}, journal={Outlines. Critical Practice Studies}, author={Matusov, Eugene and Dyuke, Katherine von and Han, Sohyun}, year={2013}, month={Jan.}, pages={41–72} }