ECRPL 2025

Etienne Wenger-Trayner is a social learning theorist and consultant, who is highly cited and known for his work on communities of practice. 

A social learning perspective on reflective practice-based learning 

The notion of reflective practice was introduced by Schon as a conversation with the situation. While we subscribe to his view, we believe that it needs to be expanded to include the social dimension of learning. For this, we propose the notion of a social learning space, with its three dimensions of caring to make a difference, engaging uncertainty, and paying attention. What does reflective practice-based learning look like in a social learning space? We introduce the concept of learning flows and loops by which social learning and practice are closely linked. Our framework can be used both to foster the social dimension of reflective practice-based learning and to assess the value it creates. 

Biography 

Etienne Wenger-Trayner is a globally recognized thought leader in the field of social learning. His early books include: Situated Learning, where the term “community of practice” was coined; Communities of Practice, about the theory; and Cultivating Communities of Practice, for practitioners. Etienne is a sought-after consultant and one of the most cited authors in the social sciences. His more recent books, coauthored with Beverly Wenger-Trayner, further the theory and practice of social learning: Learning in Landscapes of Practice, Learning to make a difference, Systems Convening, and the Communities of practice guidebook.  

Anders Buch is Head of Research Programme, Senior Associate Professor, Ph.d. at VIA University College. 

Placement and the Politics of the ‘Practical’ in Education. The critical dimension of RPL 

Traditionally, schools have been viewed as the primary setting for learning, while workplaces have been designated as spaces for applying acquired knowledge and skills. Recently, however, this model has come into question, with educational placements now being recognized as valuable sites for fostering meaningful learning experiences. Placement is increasingly seen not only as a bridge between education and employment but also as a powerful catalyst for developing critical skills and insights. 

While this shift challenges the traditional division of authority between school-based and work-based learning, it often tends to reproduce the longstanding theory-practice dichotomy in education. In this keynote, I will examine key trends in educational policy and discuss how a reflective, problem-based approach to placement can help reimagine the relationship between school and workplace learning-offering a fresh perspective on facilitating problem-based learning and bridging the theory-practice gap. 

Biography 

Anders Buch is a Senior Associate Professor at VIA University College and is affiliated with Jönköping University. His research centers on professions, professionalism, and technological expert cultures, with a theoretical approach grounded in Science & Technology Studies, Practice Theory, and classical American Pragmatism. Dr. Buch has published extensively on topics including knowledge, learning, education, professionalism, and the professional development of engineers.