In the "community of clinical practice", students are brought together by joining common clinical and educational activities and by what they have learned through their mutual engagement in these activities (Wenger 1998).
We examine the effect that user interface features of shared representations have on mutual engagement and show that providing shared awareness mechanisms increases mutual engagement.
Likewise, Wenger (1998: 139 140) maintains that knowledge is defined, discursively constructed, organized, and negotiated in a community of "mutual engagement".
In summary, through progressively focussing on MDT-parent interactions using a mixed-methods approach, and by employing a conceptual framework that explicitly acknowledges the value of tools within the practices of mutual engagement, joint enterprise and shared repertoire, we can offer new insights into the process of shared clinical caring for childhood conditions such as CKD.
Wenger [ 37] suggests that mutual engagement does not require sameness, but it does create relationships among people.
Community denotes a set of interpersonal relationships arising out of people's mutual engagement in learning through practice.
Mutual engagement bilaterally and multilaterally — and not reciprocal exclusion — is what is needed.
De Frutos is joined by five dancers who veer between excruciating self exposure and obsessive mutual engagement.
In particular, we show through an empirical study of 78 participants that providing cues to identity and shared pointers increases mutual engagement between participants, but together these features can overwhelm users.
They include mutual engagement, joint enterprise, and a shared repertoire (Wenger 1998).
In this paper we develop several measures mutual engagement and demonstrate their use to assess the design of shared representations.
