wenger reading and response to class discussion questions

The following is a response to the class discussion questions through the reading of Wenger (intro, ch. 1, ch. 2).
 
When does a teaching environment become a learning community? 
A teaching environment can be said to become a learning community when community practice (as defined by Wenger) is developed to include mutual engagement, joint enterprise, and a shared repertoire of ways of doing things.  As well, practice is developed in community over time and in emergent ways that focus on learning as process.  (p. 49)What does it mean to engage in meaningful activity that is focused on a goal in the context of school (k-12 or higher ed)?Is there a real life identity that is separate or more real than the multiple online identities?  Does this depend on the person?  Is RL identity monolithic, and if not, what parts are the real parts?What does a community of practice approach mean for collaboration in schools?  How do you do assessment?What is the impact of all this multitasking on students and their connection to communities?  What about their identity?How is it different to respond to these questions directly in the course blog versus posting into the Pligg environment?