Group items tagged

This is one of those titles that are owned by Springerlink. What I reaaly like are the tags suggested: I've recycled them here Information Overload - Emergency Management - communities of practice - professional communications - recommender systems Abstract Thirty four professionals who are part of a community of practice in the field of health related emergency response management provided information about the sources of information that they currently use the most, as well as their unmet information needs, and the kinds of information systems tools they would like to have. This professional community relies heavily on the Web, but they report severe information overload, in terms of not easily being able to find the kinds of information they want, amid the deluge of information that is there. In particular, they would find a system that uses social tagging and social recommender system features to be very useful for accessing relevant documents in the "gray literature." We suggest that services such as these will be increasingly important for professional communities in general.

Another example on how the CoP concept is being used - from Ireland " The Mechanical Engineering Community of Practice (CoP) is one of 12 Communities of Practice founded to support the development of innovation in teaching and learning in the Third and Fourth Level academic community. The CoP was formed in February 2007, through funding and support from the National Digital Learning Repository (NDLR) The NDLR is an initiative to provide a platform to develop and share learning resources for various Communities of Practice. "

Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice. Book resume

Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

From summary of thesis: The issues discussed in the current thesis grow out of many years of practical work in various development projects within the field of labour market politics. The explicit aim of many of these projects is to change or adjust current work practices. However, I have often encountered a mismatch between the well-documented experiences of success within a project on one hand, and the fact that project experiences are only rarely and to a limited extent successfully transferred to and applicable outside the project. This schism formed the initial backdrop for the work presented in this thesis. The aim has been firstly to develop a better understanding for the learning processes made possible through development projects, secondly to clarify why problems occur when this new learning is to be implemented in and brought back to those labour market organisations (job centres, unemployment funds, educational institutions, local authorities etc.) that the development project targeted. In the thesis, implementation is therefore primarily discussed in terms of these labour market institutions, that is, they form the primary horizon for the experiences and the learning resulting from the project. The thesis contains an empirical and theoretical analysis of the process establishing a specific development project, the learning of the participants through the project, and the implementation of their experiences both in the day-to-day work and within the organisation at large. Yrjö Engeström is, therefore, introduced since his concept of expansive learning precisely captures the combination of novel practice and different forms of learning. With their notion of community of practice Jean Lave and Etienne Wenger provide, furthermore, an analytical concept of immediate relevance for project work. I have been much inspired by their approach while collecting empirical material documenting the later part of the project. I have, however, come to realise that t

Innovation Communication in Multicultural Networks: Deficits in Inter-cultural Capability and Affect-based Trust as Barriers to New Idea Sharing in Inter-Cultural Relationships..

It is a site for anyone who is involved in teaching languages (including literature and culture) in Irish universities or Institutes of Technology. We want you to feel part of a wider community and to join our spirit of "share and share alike," passing on materials, information and support to one another. All modern languages HE academics can access the NDLR repository database through this blog in order to contribute, search for, download and reuse copyright-free (or limited restriction) resources in their teaching and learning.

This is the brief overview of what a CoP is from Etienne Wenger himself. It is the briefest and most succinct intro I have seen.

This is Wenger's basic thinking in this area, and the basis for the enormous CoP machine that is out there in academia.

This book offers an introduction to actor-network theory for educators to consider in three modes. One mode is the introduction of concepts, approaches and debates around actor-network theory as a research approach in education. Another mode is a showcase of educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These work with ANT in highly diverse ways, often bending and twisting ANT ideas to better approach the educational question at hand whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings

Thank you for sharing this; I just pre-ordered it!!

Another network/community to support doctoral students.

All learning begins with the learner. What children know and what they want to learn are not just constraints on what can be taught; they are the very foundation for learning. Dewey's description of the four primary interests of the child are still appropriate starting points: 1. the child's instinctive desire to find things out 2. in conversation, the propensity children have to communicate 3. in construction, their delight in making things 4. in their gifts of artistic expression.

The Inquiry Page is more than a website. It's a dynamic virtual community where inquiry-based education can be discussed, resources and experiences shared, and innovative approaches explored in a collaborative environment.

Volume 13, Issues 1-2, Pages 1-100 (January 2010) Special Issue on the Community of Inquiry Framework: Ten Years Later Edited by Karen Swan and Phil Ice

Written awhile ago, but some basics from a practical point of view about how to create community online

Interesting website -- details seem elusive, though. This particular page mentions an author "Chris Dede" who I think is the same author Brenda sent me an article by that she found very useful.

Dissertation written by a CP2 member and presented via Dissertation Fest (original version). Found in the CP2 Knowledge Base in the Papers and books contributed by CPsquare members and friends section.

I had started reading her paper about a month ago. She graduated from Capella. I also spoke to her and she is very nice and helpful.

Professional development for teachers in a CoP

to transform existing teacher education programs' course contexts into communities of learners that link the learning of preservice teachers with the learning of experienced teachers and teacher educators

This looks great, Brenda, but I can't access it. :(