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Scott McKee

Community of Practice - 8 views

www.ncddr.org/whatiscop.html

Communityofpractice EDTECH543 elearning

shared by Scott McKee on 22 Jun 13 - No Cached
  • Todd Hansen on 22 Jun 13
     
    By Etienne Wenger, this site offers her defintion and categorization of communities of practice.
  • ...18 more comments...
  • mark_bishop on 24 Jun 13
     
    This site explains in plain terms communities of practice. For example, it explains that a community of practice is not just a club. It is a group of people who are committed to a certain domain of interest.
  • Jodi Stevens on 06 Sep 13
     
    This was a concise, but well written overview of the definition of communities of practice.
  • kimsmith876 on 21 Jun 14
     
    Communities of practice are used across a variety of groups of people. According to Etienne Wenger, there are three characteristics that constitute a community of practice: domain, community, and practice. Communities of practice exist on small local scales, to worldwide networks. This allows people to share and obtain knowledge about common practices with others who are actively engaged in the same domain.
  • loganwillits on 04 Jul 15
     
    Allows the reader to determine the general guidelines to what a community of practice is. Cites examples ranging from artists seeking transformation to surgeons trying to discover new methods. The article is very simple, yet effective in describing a community of practice.
  • Kelly Kenney on 01 Sep 15
     
    by Etienne Wenger CoPs are formed by people who are engaged and interested in common domains. These can be done in many domains as long as there is an underlying interest. CoPs provide a new way to learn from one another in a safe environment. All members take responsibility with their members to access knowledge while sharing new ideas.
  • amymitchell136 on 06 Jun 16
     
    In this article, Wenger provides a quick overview of what a Community of Practice is. I like how she discusses the three components of a CoP and gives an example of what is not considered a CoP in each component. She addresses that just because something is a community, doesn't make it a Community of Practice. She also discusses where the concept of a CoP is being applied. It is helpful to see that it is being applied in many different fields including: education, government, organizational design, and businesses.
  • brianbetteridge on 06 Jun 16
     
    This website, from the National Center for Dissemination of Disabilities Research, identifies 3 characteristics of strong communities of practice: the domain, the community, and the practice. It briefly identifies what makes COPs unique and identifies specific applications. There are additional links in the sidebar that provide more information about COPs and prompts for further research.
  • Mary Carter on 02 Sep 16
     
    This article gives an overview as to what communities of practice CoP are. It describes the characteristics of CoP: domain, community, and practice. The article stresses that CoP are not just like-minded people, but they are where people can interact with others to learn with and from others. CoP rely on active participation. Sharing and learning are at the heart of CoP.
  • Buffy Naillon on 05 Sep 16
     
    Provides a good, crisp explanation of CoP. This is more of a recap, but sometimes saying something in another way helps to get the point across better. What I particularly liked about this one is that it emphasizes how these communities interact based on a passion that they'd like to learn more about or to improve skills.
  • clairedickinson4 on 05 Sep 16
     
    This article discusses communities of practice in a very understandable, clear way. It describes communities of practice as individuals working together in collaboration with a common goal, or passion, in mind. I feel that one of the most vital parts of my job as an educator is to collaborate with other teachers about best practices to use in the classroom. It was fun to read this informative article!
  • Jessica Gake on 05 Sep 16
     
    This is a great overview of Communities of Practice. I appreciate that it distinguishes between a community and a community of practice because "not every community is a community of practice." I also appreciate that it gives where the concept can be applied.
  • David Yargo on 07 Sep 16
     
    The article provides a definition of communities of practice and gives examples of these communities. It also gives the three "crucial" characteristics of communities of practice.
  • michellehughes11 on 05 Jun 17
     
    Wenger's excerpt focuses on a crucial aspect of CoPs - the difference between a community and a CoP. Wenger outlines the three characteristics of a CoP and the role each plays in executing a CoP. (1) The domain in a CoP is not just a group of people. It is a network of people with similar interests and commitment to the growth of that interest. (2) A community engages, shares, and collaborates in order to learn from one another. (3) The practice of a CoP involves creation. The members act as "practitioners" that develop and share over time and through continuous interaction.
  • mskmjohnson on 05 Jun 17
     
    This article discusses how the community of practice is a shared domain between its members or those who engage in the community. It also says not all communities are all communities of practice. To explain that, it lists the three important parts that help show it is a community of practice. It states those parts are the domain, the community, and the practice. With that, it explains that all three should be developed within the community itself.
  • kaydentague on 08 Jun 17
     
    The author of this article explains that a community of practice is more than just a community. Communities of practice have to have three elements. The three elements are the domain, the community, and the practice. The domain is a shared interest. The community is people engaging in joint activities and discussions while helping each other and sharing information. The practice is the members of practice are practitioners. Communities of practice are being applied in business, organizational design, government, education, etc. Communities of practice have become a learning system throughout the entire world. They help practitioners take responsibility for managing knowledge, create a direct link between learning and performance, and create connections without formal structures.
  • kcastello on 08 Jun 17
     
    Kayden, what a great site and explanation of communities of practice. I particularly like the distinct description of what a community of practice is including what it is not!
  • Ariana Pyburn on 08 Jun 17
     
    This site gives an outline of three factors that make a community one of practice vs. a non-specific group of people. The domain, community, and practice all combine to create a community of practice. The site then goes to explain where the concept of a community of practice is applied furthering the idea of "practice," as well as why they are catching on in workplaces and organizations.
  • timrocco on 11 Jun 17
     
    An introduction to and application for communities of practice.
  • Terisa ODowd on 03 Sep 17
     
    This article provides a simple definition of the term - "Communities of practice are groups of people who share a concern or a passion for something they do and who interact regularly to learn how to do it better." Businesses, organizational design, government, educational, professional associations, civic life and development projects use the concept of community of practice to focus on people and the social structures that enable people to learn from each other.
  • Scott McKee on 05 Sep 17
     
    This article focuses on defining communities of practice and includes several examples. I like that they break up the words and meaning to simplify and better understand the meaning and benefits of communities of practice. For example, we might live in a community neighborhood, but that doesn't necessarily mean that we live in a "community of practice."
devivost

infed.org | Jean Lave, Etienne Wenger and communities of practice - 9 views

infed.org/...er-and-communities-of-practice

education CoP EDTECH543

shared by devivost on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Communities of Practice are becoming an important focus in organiation development because of the learning and collaboratiave aspects of CoP. Theory and practice of CoP's are reviewed. The model of situated learning is reflected upon as CoP's are viewed as a process of engagement.
  • ...16 more comments...
  • Forrest Doud on 07 Sep 13
     
    This is a resource on communities of practice and their positive impact on organizational development and group work. It highlights the work of Jean Lave and Etienne Wenger. It breaks down the 3 elements that differentiate a community of practice from other groups/communities and how knowledge is generated in a community. Situated learning is the model of learning that is explained as taking place in these communities of practice.
  • Sarah Baughman on 04 Sep 14
     
    This article gives a short history of Communities of Practice and goes on to explain what they are. It is easy to read and understand as It explains what CoP are and what they are not.
  • Cheronne Edwards on 05 Sep 14
     
    Detailed article that describes the communities of practice philosophy that Jean Lave and Etienne Wenger developed the in the late 80's that proposes learning comes from the social interactions in our daily lives. The article further explains how the interactions with various groups causes the learning, whether it is as a core member or a bystander.
  • siss1382 on 07 Sep 14
     
    I really liked this article because as an educator it spoke to what I believe in. Learning does not only take place in the educational setting of a school, but it also takes place outside of that environment. Learning is social, it's physical, it's interactive, it's communicating. There are so many different ways to learn and therefore people never stop learning. It states that communities of practice are all around us and most of the time we are involved in many of those groups at the same time.
  • Jennifer Frost on 29 Jun 15
     
    Lave and Wenger discuss communities of practice covering many topics such as the characteristics and the relationships. EDTECH543 Communities of Practice
  • Elizabeth Wood on 05 Jul 15
     
    This article discusses Jean Lave and Etienne Wenger, who proposed that "learning involved a process of engagement in a 'community of practice'." They discuss the idea of learning as being a social experience rather than an individual one, and that people are typically involved in a number of communities of practice. The characteristics of communities of practice are described, as well as situated learning.
  • Kelsey Ramirez on 02 Sep 15
     
    This article clearly articulates what communities of practice are, examples of each (which I find the most interesting as it makes a very clear connection to what we know), and three main components. The three distinguishable ideas show how communities of practice are different than random groups. I like their ideas of these groups occurring over time around things thst matter to people. #EDTECH543
  • cassiefaught on 03 Sep 15
     
    This source discusses communities of practice and how they can be either formal or informal. Members of a community of practice are in an organized group centered around a shared idea. Communities of practice allow connectivity because learners make connections with each other as resources to acquire knowledge when needed.
  • Dalia Allencherry on 03 Sep 15
     
    I learned about different definitions or explanations of communities of practice and how the learning happens by means of communities of practice is connected to situated learning. I also learned about different characteristics of communities of practice and how these characteristics are interconnected. I learned in detail about how the concept of communities of practice is aligned with the concept of situated learning. I enjoyed reading the examples and learning how communities of practices change over time.
  • Kelly Kenney on 03 Sep 15
     
    In CoPs, connections are being made. Everyone is working together to get everything that they need. I think that the main focus of this descibres the aspects of collaboration and why it is so important with CoPs. CoPs is related to situated learning and that is something new that I learned.
  • Innovative Educator on 05 Sep 15
     
    "Communities of practice are formed by people who engage in a process of collective learning" A COP is joining in mutual activities.
  • Katie Swanson Sathre on 13 Jun 16
     
    3 crucial elements that make a COP: Domain, Community, and Practice. A domain is a common interest among members. A community means that members engage in activities and discussions and share information to help one another. Members practice by sharing tools and resources.is something that individuals do.
  • alannashaw on 29 Aug 16
     
    Excellent article that explains the characteristics of CoPs and how CoPs can be used in many aspects of life (both personally and professionally). This is the first article I have found that references "situational learning" as part of CoPs. The idea that learning is a social process and that we learn more from collaboration than we do independently seems to support the use and development of CoPs. Lave and Wegner illustrate that theory in the article by using examples from real-life situations.
  • Ariana Pyburn on 08 Jun 17
     
    This article really talks about the details of CoPs without going into the how-tos that many others do. I appreciate how foundational it starts- even pointing out that learning was initially thought of as an individual activity and how that has evolved. Situated learning is discussed as it is beneficial for learners to not just learn by hearing or doing, but by learning to talk about what they are doing.
  • kaydentague on 11 Jun 17
     
    Ariana, I loved how this article provided such great information and details.I also appreciate knowing the background of where foundations start. Thanks for the share!
  • Tiffany Kannengieszer on 28 Aug 17
     
    This article gives a very detailed explanation of communities of practice. The author traces the term to its origins to Lave and Wenger. Definitions of the characteristics of communities of practice are defined. Both Lave and Wenger claim that learning requires communities of practice which create authenticity beyond models to be applied to real situations
  • teachingjake503 on 01 Sep 17
     
    This is an article that dives deeper into the theory and practice of communities of practice. The article hits the main components of domain, community, and practice but dives deeper into the thinking of the researchers Lave and Wenger. I appreciated how the article dives deeper into the process of these communities and how many of us join COPs as periphery learners and then as we gain competence through out interactions with the COP we move to full participation. The cornerstone of the theory being that learning not is solely acquisitional but rather a process of social participation. There are extended quotes from the researchers that provide a deeper context to their theory and more is discussed about the processes of their research.
  • devivost on 11 Jun 18
     
    This article provides a great overview of the writings of Wenger and Lave on communities of practice. Their basic points are that we are all involved in communities of practice and they are valuable tools to become better educators. They also explain how our learning never ends as education continues to change. We constantly need to adapt and change our methods to fit our learners.
klauritsen

The role of communities of practice in a digital age | Tony Bates - 25 views

www.tonybates.ca/...s-of-practice-in-a-digital-age

communities of practice collaboration learning edtechsn edtech543

shared by klauritsen on 02 Oct 14 - No Cached
  • The role of communities of practice in a digital age
  • Amanda Hatherly on 02 Oct 14
     
    A new chapter in Tony Bates' open source textbook, this one dealing with COPs - what they are, designing effective ones and learning through them.
  • ...18 more comments...
  • Jennifer Frost on 29 Jun 15
     
    I guess I shared this link in a previous course, but it is a good one! Tony Bates discusses designing, learning from and defines communities of practice in the digital age. EDTECH543, Communities of Practice.
  • Megan Poindexter on 29 Jun 15
     
    I appreciate the substance of this article as it goes beyond simply defining communities of practices and discusses the theoretical framework for developing effective CoPs. The seven tips offered for designers of CoPs provides structure and guidance for those interested in implementing this practice. I also found great value in the text's analysis of communities of practice in a technology rich generation. The digital age is dominating culture and as people seek to re-evaluate programs, organization, and life they tend to think they need to dump the old and start from scratch. This article, however, points out that communities of practice will be a powerful tool in the digital age by "it is probably a mistake to think of them as a replacement for traditional forms of education." Great perspective!(
  • cbjohnsrud on 03 Jul 15
     
    A Community of Practice is essentially a group of people who share a common interest and learn how to polish and perfect that passion by regularly interacting with one another. Communities of Practice apply various theories of learning as the group members interact and glean from one another. Researchers argue that a Community of Practice differs from other types of learning communities in that the group members share a common interest, they engage in activities around that common interest, and all group member are practitioners of that interest. As a result, the learning that occurs in a Community of Practice comes from the sum of all group members.
  • timrstark on 04 Sep 15
     
    This article focused on what traits a successful community of practice has and how they are taking shape in the digital world. Of particular interest in this article is the role that MOOCs are beginning to play in digital learning and also how the design of a community of practice can impact how long it stays useful and relevant to its users.
  • Jill Miller on 05 Sep 15
     
    In this article, author Tony Bates refers to MOOCs as communities of practice, and then makes a distinction between "instructionist" MOOCs and "connectivist" MOOCs, the latter being designed to function as communities of practice. This has prompted me to look for more information on the distinction, as I am only familiar with instructionist MOOCs. In addition, I find the article of interest because of the subsequent and continuing scholarly conversation that ensued in the comments.
  • Danielle Leone on 07 Sep 15
     
    Very interesting article. I like how Bates explains the theory behind communities of practice and then provides the definition. It helps provide context for CoPs. I also found the "Designing effective communities of practice" section to be very helpful. It outlines what a good CoP should look like and encourages the diversity that can be within a community. Thanks for sharing!
  • anonymous on 08 Sep 15
     
    This article from Tony Bates provides another great overview of CoPs. One of my favorite parts of this article is the section on designing effective communities of practice. Bates provides a list of key design principles (adapted from Wenger) for creating an effective CoP.
  • Innovative Educator on 08 Sep 15
     
    I love how this article recognizes that 1 plus 1 is not 2. That the sum total of knowledge exceeds what was put in.
  • amymitchell136 on 06 Jun 16
     
    This blog post discusses what communities of practice are, the learning theories behind CoPs, designing effective CoPs, and learning through CoPs in the digital age. It goes into depth about the seven key design principles for creating effective and self-sustaining CoPs. It also discusses the importance of Massive Open Online Courses.
  • meganapgar on 07 Jun 16
     
    In this post, Tony Bates discusses communities of practice including what they are and their characteristics. He also discusses ways to create and sustain effective communities of practice. Finally, Mr. Bates discusses how we can learn through communities of practice specifically through the use of MOOCs.
  • courtneylarue11 on 09 Jun 16
     
    This article by Tony Bates gives examples of CoPs in companies like Xerox and how they work together within the company to create projects. It also provides a visual from Wenger assists companies with integrating a CoP within the workspace.
  • Kim Davis on 11 Jun 16
     
    This post disusses what a community of practice is and the theories behind them. It also addresses the design of a community of practice and the three criteria involved, domain, community, and practice. Finally it discusses MOOC's.
  • khegel on 12 Jun 16
     
    This article gives some background and insight to the different parts of a Community of Practice. What I found to be most relevant about this article is the fact that it is based around digital learning. There is an image included in the article that displays the different websites that can be used as a tool for a CoP. This image is helpful in visualizing all of the ways to meet and communicate with peers in the digital realm.
  • Katie Swanson Sathre on 13 Jun 16
     
    This article looks at corporations that are encouraging CoPs like Google & Apple. Xerox was able to save $100 million by collecting tips that repair men were sharing over breakfast and sharing them on a larger level. CoPs can enhance organizational effectiveness and profitability by increasing knowledge sharing.
  • ampengilley on 13 Jun 16
     
    He is writing a textbook, Teaching in a Digital Age, and this is his discussion about communities of practice. It explains what communities of practice are, how they work, and how they can be successfully used. He argues that they are not a replacement for other forms of education but does mention that they can be great tools.
  • Kjersti Withers on 14 Jun 16
     
    This article is a chapter for a book, Teaching in a Digital Age. It gives a good summary of the principles behind communities of practice. While the author does not fpbelieve that CoPs should replace other forms of learning, he sees value in them.
  • klauritsen on 31 Aug 16
     
    The author, Tony Bates, reviews what makes a community of practice by clarifying the main components of an effective one. My favorite part of the resource is the graphic organizing the tools and activities associated with a community, which also integrates the technology available. The article focuses on the idea that communities of practice is a method of informal learning and discusses how to use online learning to its highest potential.
  • Terrence Shaneyfelt on 31 Aug 16
     
    To me the most interesting part of this resource is the comments. Very interesting arguments being made by various players especially Downes and Harasim. I often learn more from comments sections than from the main paper.
  • kristiedtech on 02 Sep 16
     
    @Terrence. I too liked the comments section which is ironically appropriate seeing that the article was about communities of practice. I think that Downes is viewed as a kind of expert in connectivism and social learning. I have read a few things on his blog through the process of this research and they are quite good. He also co-teaches an MOOC on connectivism with Siemens through the University of Manitoba.
  • melpalmer4 on 04 Jun 18
     
    I found this interesting at the end when the questions were posted. It made me think of things that I hadn't yet....Can we force these communities or do they just happen naturally and do I think they can replace other forms of education. I have not sorted those out in my own mind yet but I like that they stopped me to think about.
bettywells

Communities of Practice - 13 views

web.stanford.edu/...eckert2006.pdf

edtech543 communities of practice

shared by bettywells on 22 Jun 14 - No Cached
  • Cody Peacock on 22 Jun 14
     
    This article looks at the connection between learning communities and linguistic and sociolinguistic elements that are essential to success in such communities. The article gives an initial theory of how linguistics is important in determining how different communities are conceived and the effect on diverse groups and how these communities are an excellent place to study those linguistics.
  • ...21 more comments...
  • Emmett Wemp on 22 Jun 14
     
    I found the phrase "shared experience over time, and a commitment to shared understanding" to be very powerful. It is the underlying foundation of a community of practice. Each member has something to contribute to the overall goal of understanding the same material.
  • bluejayteacher on 08 Sep 14
     
    An article that claims the success of communities of practice comes down to two things: "shared experience over time and a commitment to shared understanding." It further explains that not only are the experiences key, but it is crucial that those experiences have variety and diversity.
  • Megan Poindexter on 29 Jun 15
     
    I appreciate this piece because then intent is to build a concrete definition for communities of practice for an encyclopedia. It explores the sociological implications of the term and offers rich language that can be used to adequately define this particular type of community. According to the author there are two primary conditions in order for a collection of people to be considered a community of practice: commitment to the same shared understanding and a shared experience over time. These communities act as a tool to familiarize participant's with the world using the lenses of the group's interests.
  • Melodie Worthington on 30 Jun 15
     
    Concise definition and description of Communities of Practice. Focus is on relation to speech communities.
  • Rob Johnson on 04 Jul 15
     
    This article gives a straightforward explanation of communities of practice. The author discusses the role of linguistics in this approach, explains its value, and how it can be successful.
  • loganwillits on 04 Jul 15
     
    This article talks explains the idea of community of practice and how one might compare their community to others. The ability to establish the purpose of the community of practice in which you are participating will allow for differentiation amongst other communities of practice. Although it wasn't a major focus of the paper it was one of the things that I took from this article that hasn't really been brought up in others.
  • Elizabeth Wood on 05 Jul 15
     
    This article was written for the Encyclopedia of Langauge and Linguistics. The article discusses how communities of practice are "collections of people who engage on an ongoing basis in some common endeavor". They are based not on shared characteristics or co-presence, but rather on shared practices. The author also points out that there are two crucial conditions, "shared experience over time, and a commitment to shared understanding". The article then discusses communities of practice in the sense of linguistics.
  • Christopher Higgins on 05 Jul 15
     
    This article defines and explains the unique qualities of communities of practice. It also provides examples of how communities of practice are much different than other groupings we may identify.
  • David Mato on 06 Sep 15
     
    The author lists the needs of sharing experience over time and the commitment to share understanding to make the community of practice work. Collaboration between all parts of the CoP. The article describes how a Community of Practice does not only have to be educational. Examples like book clubs, bowling teams or a church congregation are used by the author in the article.
  • Heather Berlin on 07 Sep 15
     
    Communities of practice is described by Penelope Eckert. Communities of practice develops ways of doing things, views, values, power relations, and ways of talking. Two main parts of the meaning include shared experienced over time and a commitment to shared understanding.
  • amandahensley on 07 Jun 16
     
    This article summarizes the concept of Communities of Practice (CoPs) and examines this concept as the basis of a social theory of learning. CoPs are defined as "a collection of people who engage on an ongoing basis in some common endeavor." The primary virtue of a CoP lies in shared practice among members, which is a totally different idea then social groups based on gender, class, or physical location such as neighborhood or workplace. While this article focused particularly on the linguistic/speech field, the general theory behind the development of and discussion of benefits of CoPs was applicable to all domains.
  • amymitchell136 on 07 Jun 16
     
    This article gave a lot of information on Communities of Practice. I liked how they discussed the two crucial conditions of CoPs. The first is that they are a shared experience over time. As the group develops over time, there is a great level of consistency. It provides more opportunities for joint sense-making and deepening participants' knowledge. The second condition is that they are a commitment to shared understanding. Participants in the CoP practice collaborating by placing themselves in a group with respect the world around them. There is a commitment to mutual engagement, shared knowledge, and a sense of predictability.
  • brianbetteridge on 08 Jun 16
     
    Megan and Amy, I like the idea of commitment presented by this article. It's one thing to belong to a COP, but another to be committed to it. We can't just "join" a COP without actively participating in it and contributing to it. I think that's an important thing to remember.
  • Kim Davis on 09 Jun 16
     
    I also like the idea that at it's heart a COP is about mutual sense-making. The article mentions the idea of that being conflictual or consensual which I think is important to remember. A COP doesn't have to be all roses and unicorns to be effective.
  • scottcastro on 12 Jun 16
     
    This was a very interesting article to read by Penelope Eckert. The focus of this article takes on language and linguistics in CoPs, and Eckert claims that a "community of practice is thus a rich locus for the study of situated language use, of language change, and of the very process of conventionalization that underlies both." At its core, the claim being made is that language and linguistics is always evolving in CoPs and this helps with "identity construction" within a CoP.
  • ampengilley on 13 Jun 16
     
    This was an interesting read, though perhaps not particularly relevant to our class. It discusses communities of practice, what they are, where the theory came from, but it goes on beyond that to connect linguistics into it. I never would have considered that link if I had not read this.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Kjersti Withers on 14 Jun 16
     
    This brief encyclopedia entry about communities of practice gives a succinct summary of the theory and discusses how CoPs affect, and perhaps are affected by, language.
  • Patricia Smeyers on 30 Aug 16
     
    Penelope Eckert explains that "a community of practice is a collection of people who engage on an ongoing basis in some common endeavor." CoP was developed by developed by Jean Lave and Etienne Wenger and is based on the social learning theory. The author discusses the two conditions that are necessary to have a successful community of practice and provides scholarly research on the linguistic factors of CoP.
  • chrisdenny on 02 Sep 16
     
    This article discusses the origins of Communities of Practice and then expands on the concepts by using examples that adhere to Anthropology and Linguistics.
  • kcastello on 06 Jun 17
     
    This article explains what a community of practice is. It gives two aspects that are necessary for a community of practice which are "shared experience over time, and a commitment to shared understanding." The article also contrasts communities of practice with groups of speakers. It also explains that a child's linguistics are much more related to a child's communities of practice as opposed to their parents' social class.
  • jershua1 on 11 Jun 17
     
    This article delves into the definition of communities of practice and relates this to the world beyond my lens of education. This academic article relates communities of practice to anthropology and linguistics. The way we talk influences our communities of practice. The things that band us together can be many… finding an identity inside of this community is important
  • bettywells on 03 Sep 17
     
    This article goes in great detail to define communities of practice. The author defines communities of practice as, a collection of people who engage on an ongoing basis in some common endeavor. Communities of practice develop in response to common interest, and have an important role in forming their members' participation. This commitment to the common interest holds the individual accountable for their participation.
Kelsey Ramirez

The PLP Model: Research based professional learning - 6 views

plpnetwork.com/ssional-development-that-works

Edtech543 elearning CoP PLN connectivism

shared by Kelsey Ramirez on 10 Sep 12 - No Cached
  • Debi Banks on 10 Sep 12
     
    The article discussed "connected learning communities" and how it is relevant in the digital age. There are three components (professional learning communities (PLCs), personal learning network (PLNs), and communities of practice (CoPs)) with these communities and different theories, experience and knowledge, effectiveness, anticipates growth or decline, challenges and dilemmas, and use of technology within each component.
  • ...9 more comments...
  • annieyip on 26 Jun 13
     
    This article describes three types of connected learning communities. These include professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). All three are used in schools across the world now and serve different but very similar purposes.
  • anonymous on 02 Sep 13
     
    This article defines professional learning communities, personal learning networks, and communities of practice. The learning theories supporting each are described, as well as the impact technology has had on each. While the article focuses on how each can effect professional development for practicing teachers, the ideas within could be generalized to almost any profession.
  • Nona Barker on 06 Sep 13
     
    Summary: This article identifies a three pronged approach to teacher professional development: PLC, PLN and CoP. These three types of learning communities are explored by connecting each type of learning community to a learning theory or theories and / or how the use of technology also improves learning communities. Support is provided by citing studies and literature most relevant to community learning in the digital age.
  • glorihinck on 07 Sep 13
     
    This work addresses the importance of technology throughout personal learning communities, personal learning networks and communities of practice and describes its importance to connected learning. Technology is an amplifier and enabler of connected learning as it addresses the challenge of time by allowing 24/7 interactions. Technology has allowed the exponential growth of PLN's as it enables finding, synthesizing and evaluating information. Technology also increases the potential for learning across communities which can then be translated to practice helping improve education.
  • chris mason on 07 Sep 13
     
    This was a great article to see the different ways in which any professionals can gain and share knowledge with one another. I enjoyed reading how each is connected to learning theories. It is interesting that the common theme is how they rely or depend on technology. I can attest to the importance of technology for the learning communities and networks that I am involved in. Technology makes these types of professional development possible to some people who, without technology, would not be able to partake. Most of the time technology is a wonderful thing. It truly makes you wonder what we did without it :)
  • Stacie Barker on 10 Sep 13
     
    I agree that technology has helped PLN and PLC's to grow. Technology allows us to collaborate with people all over the work rather than people who just work in our building.
  • cbjohnsrud on 03 Jul 15
     
    This article summarizes key differences and similarities among different connected learning communities utilized by educators including, PLCs, PLNs, and CoPs. Within the article, each learning community is described in terms of its organizational structure, purpose, and effectiveness. This research based article discusses the learning theories that are applied within each of the learning communities to support their descriptions and findings.
  • Kelly Kenney on 01 Sep 15
     
    PLN's occur in many ways. With the growth of technology they are becoming much more popular. Many of them are engaging through blogs and other forms of social media. With these becoming more and more popular connections are constantly being made. Creating PLNs and bringing back resources and other information to our PLNs is extremely popular. Personal learning networks are happening because of connections being made with others.
  • Dalia Allencherry on 03 Sep 15
     
    This article looks into the theories that support the theory or idea of personal learning networks. It touches the effectiveness of teacher professional development in terms of PLNs. It discusses technology in terms of PLNs and also the challenges and dilemmas of PLNs.
  • Kelsey Ramirez on 06 Sep 15
     
    The PLP (Powerful Learning Practice) model looked at three different learning connected learning communities to discuss what each one is, the effects on teacher professional development, challenges and use of technology to name a few. Personal learning communities, personal learning networks, and communities of practice were the three that were discussed. I like how in this article, Connectivism is tied into PLN's which demonstrates how these concepts of PLN's, CoP's, and Connectivism are interrelated. Within PLN's and CoP's, members are concerned about the content and "what they do" as well as interact amongst the group to achieve a higher purpose.
  • Hannah Clark on 06 Sep 15
     
    This article is fantastic as it encompasses all that we are studying right now! Each aspect was broken down very well and explained completely. I also appreciated that the authors talked about the anticipated growth, use of technology and value of a PLN, for instance. This is a great reference to refer back to later.
camille_rrt

Education-2020 - Connectivism - 19 views

education-2020.wikispaces.com/Connectivism

education EDTECH543 Resources Connectivism EDTECHSN

shared by camille_rrt on 24 Jun 13 - No Cached
  • Cate Tolnai on 24 Jun 13
     
    SUMMARY: This page found on the Education 2020 Wiki details Connectivism theory and provides resources that help clarify the unique components of this theory compared to others. I found myself exploring the site more deeply and I appreciated the vast amounts of resources and clarifications available on this wiki. Feel free to get lost in it too!
  • ...27 more comments...
  • Mike Procyk on 25 Jun 13
     
    Nice resource in that it includes an overview of the concept along with videos and slideshares.
  • annieyip on 26 Jun 13
     
    I love how this website breaks down connectivism with so many sources, examples, and videos.
  • glorihinck on 04 Sep 13
     
    This wiki entry describes connectivism "a learning theory for a digital age" and links to resources created by George Siemens and Stephen Downes, promoters of this theory. It summarizes Siemen's Principles of Connectivism. Siemens suggests that learning is no longer individualistic. Rather, knowledge is distributed across networks and in a digital society the connections and connectiveness within these networks lead to learning.
  • Nona Barker on 04 Sep 13
     
    This is a great resource because it helps learners visually "witness" Connectivism in action with the "Networked Student" video.
  • Ross Craycraft on 31 Aug 14
     
    This Wiki Space from by Education 2020 is a great resource for all things education and learning, but includes some valuable resources regarding connectivism. The site is maintained by EduCitizenship 2020, which is an international consulting group that focuses on Information Communication Technologies (ICTs) and how they are changing traditional physical communities and creating more global and social networks.
  • Cheronne Edwards on 05 Sep 14
     
    This article has several videos explaining what connectivism is and the relationship to personal learning. The author also includes a reminder that learning isn't done by an individual in isolation but through networked connections.
  • siss1382 on 07 Sep 14
     
    This aritcle explains connectivism as learning within a network. Today, much if not most of our learning takes place on the internet, it states that learners recognize patterns, changes, chaos on the internet and a lot of that is out of their control. The article talks about how people are continually striving to learn more and do not focus on what they currently know.
  • Elizabeth Wood on 05 Jul 15
     
    This site discusses Connectivism and the work of Stephen Downes and George Siemens. Connectivism is described as a "learning theory for a digital age" and looks at learning as a process that occurs through connections within networks. The site also provides a couple YouTube videos and presentations from Downes and Siemens.
  • Hannah Clark on 02 Sep 15
     
    The page about connectivism on the Education 202 site thoroughly and plainly explains connectivism through text. It also includes videos (one with George Siemens in the flesh!) and presentations that help to further explain the theory and how it can be applicable to teaching and learning. This site beyond the connectivism page explains other learning theories, such as constructivism and project based learning. There are even lesson examples as well as many other excellent resources to help both learners and teachers.
  • amymitchell136 on 06 Jun 16
     
    This article gives an overview of Connectivism. In our digital society, the connections and connectiveness within networks lead to learning. The article lists Siemem's principles of connectivism. This resource also includes a fifteen minute video of Siemen on Coonectivism: Socializing Open Learning, a five minute video on the Networked Student, a Slideshare on the elements of Connectivism, and a Slideshare on Connectivism and Personal Learning.
  • meganapgar on 07 Jun 16
     
    Explains Connectivism and Siemen's Principles of Connectivism. Includes a great video of George Siemens discussing Connectivism and Socializing Open Learning. Also a very helpful video depicting a student and teacher's role in a Connectivist environment and a Slideshare describing the elements of Connectivism.
  • brianbetteridge on 08 Jun 16
     
    This was a really clear article. One of the things that I became aware of is how all of these learning theories we're studying are interconnected. Connectivism has much in common with social learning, which is a constructivist concept. It seems that like a lot of things, the best approach is the "cafeteria approach;" a little constructivism, a little connectivism, a little behavioralism, etc.
  • Katie Swanson Sathre on 13 Jun 16
     
    Downes & Siemens are the primary promoters of connectivism and say learning rests in the diversity of options, is a process of connecting specialized nodes, and may reside in non-human appliances. They believe that the capacity to know is more important than what is currently known and that nurturing relationships is needed to facilitate continuing education. They say the ability to see connections between fields, ideas, and concepts is a core skill. Up to date knowledge is the goal of all learning activities in this model and decision making is in itself a learning process.
  • Patricia Smeyers on 29 Aug 16
     
    This wikispace provides a definition of what connectivism is and lists Siemen's Principles of connectivism. Sieman explains that connectivism is no longer an individual action but instead is dispersed among networks. Included in this site is various presentations to help you understand the networked student and connectivism.
  • anonymous on 29 Aug 16
     
    The break down on the networked students was a an eye opener. It simplifies what the students needs to do and how the teacher is important to facilitate the learning. Also the Youtube video by George Siemens- Connectivism: Socializing Open Learning was full of great points on why social network learning is important and how students can benefit more from socializing their learning rather regular structured learning.
  • michellehughes11 on 05 Jun 17
     
    This wiki is a great summary of Connectivism and its principles. It explains the core ideas of Connectivism and its emphasis on network learning and continual learning. In particular, this wiki includes several informative videos from George Siemens, one of the founders of Connectivism, as well as links to Siemens and Downes's blogs. The straightforward explanations simplify Connectivism's principles and explain the importance of connection and connectedness given the current (and growing) impact of technology on learning.
  • joannalieberman on 08 Jun 17
     
    This is a wikispace dedicated the theory of Connectivism. A lengthy description followed by video and links are included. In this wikispace, connectivism is described as a group activity that is in a constant state of change. As new information is acquired by the group, old information may be altered or abandoned. It is connecting and educating in the digital age. "Whereas in the past learning was competitive, coercive and paternalistic, the new ethic of learning is collaborative, global and universal."
  • kcastello on 08 Jun 17
     
    This is a great resource Joanna! I really like the video of the "Networked Student" showing a great example of what connectivism could look like. I also like the list of bullets of what Siemen's Principles of Connectivism are.
  • Ariana Pyburn on 08 Jun 17
     
    This page discusses the foundations of connectivitism and gives us a video and two slideshows of information. The principles of connectivism are outlined, and we understand how learning must be connected instead of an individual activity.
  • kaydentague on 09 Jun 17
     
    The authors of this article explain what connectivism is and why it is so unique. Connectivism is "a learning theory promoted by Stephen Downes and George Siemens." Learning takes place through connections within networks. The information found is new, updated, and rapidly altering. The author shares Siemen's principles of connectivism, including that learning is a process of connections. Connections between fields, ideas, and concepts. Connections to facilitate learning, connections with decision-making, and maintaining and nurturing connections. Learning is the connections and connectiveness within networks.
  • kimsjohnson on 10 Jun 17
     
    I found this site to be especially valuable with a wealth of information. Links to the slides and videos were an added plus.
  • sfledderjohann on 12 Jun 17
     
    This article provides a detailed explanation of what Connectivism is and why it's currently relevant to learning. The article provides Siemen's Principles of Connectivism and provides supporting videos to further explain Connectivism.
  • anonymous on 02 Sep 17
     
    This wiki gives a short introduction to connectivism, including George Siemens 8 principles. There are 2 videos on the page concerning socializing open learning and networked students. In addition, there are 2 Stephen Downes slide presentations on the elements of connectivism and personal learning. There are also many links to other related websites. Socializing open learning, presented by George Siemens, shows that in this model, teachers are "arbiters of connection." Though he acknowledges that in stable bodies of knowledge, courses can be a part of education, he questions the validity of a "course" as the best way to foster connections. He calls grading tests, "sorting," rather than true evaluation. We've been having many conversations in my school setting about grades, so this interested me. He wants fluid, variable and contextual learning for students.
  • bettywells on 03 Sep 17
     
    This is a wikispace which discusses connectivism, a learning theory developed by Downes and Siemens. The author provides 7 principles of connectivism that help direct us to the idea that learning is no longer an individualistic activity. This site also provides two videos to further explain the theory of connectivism.
  • Terisa ODowd on 03 Sep 17
     
    General information about the theory of Connectivism, such as what it is and why it is so unique. Promoted by Stephen Downes and George Siemens, Connectivism allows learners to distribute knowledge across networks. Siemens theorizes that learning is now longer an individualistic activity and with the advent of digital resources, learners need to explore the informational chaos, network, and and self-organize. Siemens and Downes have experimented with Open Courses and both stress the importance of more open education. http://education-2020.wikispaces.com/Connectivism
  • tinateacher1 on 04 Sep 17
     
    Learning takes place over networks, our learning stems from being connected. A good resource on Connectivism Theory. Has videos, slideshows, links, and other content on Connectivism.
  • jkraschnewski on 06 Jun 18
     
    This was my starting point for research on Connectivism. This is a short read introducing the topic and its creator. Learning takes place when connections are made.
  • naddleman on 10 Jun 18
     
    This is a neat little article on connectivism. The best part is that it has a video contained within it by George Siemens that really helps you understand what this idea is getting at.
  • camille_rrt on 11 Jun 18
     
    Connectivism is learning for the digital age. This article does a great job at explaining the principles of connectivism."Learning is a process that occurs within nebulous environments of shifting core elements - not entirely under the control of the individual."
sfledderjohann

http://valenciacollege.edu/faculty/development/tla/documents/CommunityofPractice.pdf - 4 views

valenciacollege.edu/...CommunityofPractice.pdf

edtech543 CoP resources

shared by sfledderjohann on 21 Jun 14 - No Cached
  • Jennie Finafrock on 21 Jun 14
     
    "The basic argument made by Jean Lave and Etienne Wenger is that communities of practice are everywhere and that we are generally involved in a number of them - whether that is at work, school, home, or in our civic and leisure interests. In some groups we are core members, in others we are more at the margins." In these communities we share information and resources that further our education.
  • ...6 more comments...
  • Cody Peacock on 22 Jun 14
     
    This article is an outstanding review by Mark K. Smith of Jean Lave and Etienne Wenger's theories of social learning through communities of practice. It gives a great overview of the theoretical foundations as well as additional explanations of those theories.
  • amandahensley on 07 Jun 16
     
    This article outlines the theory and practice of communities of practice, and discusses the idea that learning is social and comes from of our experience of participating in daily life. The authors identify a variety of types of CoPs that all humans are engaged in, even if they are not formally identified as such. A CoP is defined along three dimensions: what it is about, how it functions, and what capabilities/resources it has produced. Also emphasized are the importance of the relationships formed between the people within the CoPs - hence, the community in CoP. Stemming from that, they extend the idea of CoPs to apply to the classroom culture and environment and discuss the need for educators to cultivate a similar idea to best facilitate learning among their students.
  • meganapgar on 08 Jun 16
     
    The point that I learned from this article is that communities of practice go beyond the acquisition of knowledge and skill. They build relationships where people within the community work together to share their skills, knowledge, and interests they have learned in order to complete new or more complex tasks. We learn best through active participation.
  • brianbetteridge on 08 Jun 16
     
    Articles like this one make it clear that we are actively involved in communities of practice every day, without even realizing it. This is largely due to the internet; now, if one needs to reach out to another person for advice on baking, for example, one can use online forums or message boards to connect to others in their community of practice. This was not possible before the internet, or at the very least it was difficult to accomplish so easily. I'm interested to learn a little more about what COPs might have looked like before the internet.
  • Kjersti Withers on 11 Jun 16
     
    Learning is social and takes place by participating in daily life. Learning takes place situationally in communities of practice. These communities of practice exist all around us: home, work, school, etc. As we pursue our goals within our groups, learning occurs. Members off s community of practice (CoP) are united by common activities and by what they learn through participating in those activities. A community of practice is defined by three factors, "what it is about," "how it functions," and "what capability it has produced." For a community of practice to be effective, it needs to "generate and appropriate a shared repertoire of ideas, commitments and memories." There also need to be resources like documents, tools, procedures, and a shared vocabulary. The the developers of this theory, Jean Lave and Etienne Wenger, focused on the kinds of "social engagement" that caused learning to take place. People join groups and initially learn from the periphery. Eventually, they become more proficient through their participation as they move toward the center of the group. The situation in which the learning occurs has a significant effect on the learning.
  • scottcastro on 12 Jun 16
     
    After reading through this article, I kept coming back to this quote: "Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships - situations of co-participation." These are ideas I try to integrate into my classroom on a day-to-day basis because healthy social relationships can enhance learning experiences due to students becoming vested in goals. Students are more willing to put their feet outside of the box, without fear of sharing and participating in these learning environments---and they become active inside members of these groups, rather than outside onlookers.
  • kcastello on 06 Jun 17
     
    This article begins by explaining communities of practice. The article cites Wenger who states that a community of practice defines itself among three different dimensions which are what it is about, how it functions, and what capability it has produced. It explains that there are a vast number of different types of communities of practice and that in our daily lives we are a part of a number of them whether a central member or more on the outskirts. Being an educator myself, I really appreciated the final section of the article which explains implications for educators. It explains that learning occurs through interactions with people, we as educators work so that students may become members of communities of practice, and the importance of thinking through the connection between knowledge and practice.
  • sfledderjohann on 12 Jun 17
     
    This article is a great starting piece for understanding the theory and basic practices of communities of practice. You get background information on the work of Jean Lave and Etienne Wenger. In addition to this background information on communities of practice the article also discusses some of the issues and implications for educators,.
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
Jaime Bennett

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community wenger education EdTech543

shared by Jaime Bennett on 03 Sep 12 - Cached
  • learning involves a deepening process of participation in a community of practice has gained significant ground in recent years
  • assumption that learning is something that individuals do. Furthermore, we often assume that learning 'has a beginning and an end; that it is best separated from the rest of our activities; and that it is the result of teaching' (Wenger 1998: 3). But how would things look if we took a different track
  • 'learning is ubiquitous in ongoing activity, though often unrecognized as such
  • ...7 more annotations...
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour
  • Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice
  • understanding of the nature of learning within communities of practice, and how knowledge is generated allows educators to think a little differently about the groups, networks and associations with which they are involved
  • Problem solving and learning from experience are central processes (although, as we have seen, situated learning is not the same as ‘learning by doing’ – see Tennant 1997: 73). Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action
  • Gretel Patch on 03 Sep 12
     
    Communities of practice are made of people who share a passion or interest and want to improve their knowledge of it; for real learning to occur, it must take place in a community of learners who are also interested and learning; the relationship between knowledge and practice is explored
  • ...1 more comment...
  • Debi Banks on 07 Sep 12
     
    Learning is the process of participation and does not just have a beginning and an end. Learning is ongoing and must be collective within communities. Learning is not just a form of knowledge but is co-participation and social relationships.
  • Beth Transue on 08 Sep 12
     
    This provides a nice overview of CoPs. I enjoyed the annotation feature too.
  • Jaime Bennett on 11 Sep 12
     
    This site gives an overview of communities of practice and discusses the viewpoints of Jean Lave and Etienne Wenger, who are well known proponents of the idea. This site provides a basic rationale for communities of practice and describes how we are all involved in them in various aspects of our lives, whether we realize it or not.
nstringham

elearnspace. Connectivism: A Learning Theory for the Digital Age - 6 views

www.elearnspace.org/...connectivism.htm

Connectivism social network learning teacher

shared by nstringham on 10 Sep 12 - Cached
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
    • Dave Mulder
      Dave Mulder on 19 Jun 14
       
      I'm not sure I totally agree with this statement...
  • Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.
  • The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD).
  • ...7 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
  • Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed).
  • Learning and work related activities are no longer separate. In many situations, they are the same.
  • onstructivism suggests that learners create knowledge as they attempt to understand their experiences
  • Learners often select and pursue their own learning.
  • These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)
  • angi_lewis on 10 Sep 12
     
    Asserts that technology is rewiring our brains, as the tools people use define and shape their thinking. And that the continuously shifting nature of connections makes learning not completely under the control of the participant. Though the starting point of connectivism is the individual, their knowledge is influenced by and influences a network.
  • ...11 more comments...
  • James Russell on 10 Sep 12
     
    This article draws comparisons between behaviorism, cognitivism, and constructivism and how they all relate to connectivism. Connectivism has come about with the age of technology, and has gradually become its own learning theory.
  • Dana Daines-Smith on 20 Jun 13
     
    Provides an overview of learning theories in terms of creating instructional environments. Discusses principles and limitations of connectivism and concludes that how people work and function is altered when new tools are utilized. Connectivism provides insight in to learning and tasks.
  • Forrest Doud on 07 Sep 13
     
    This is is a good breakdown on the history of the connectivism theory and school of thought. It highlights how it the theory is beneficial in our digital age because other theories like behaviorism, cognitivism,and constructivism operate under the tenet that learning occurs by majority inside of a person. It reiterates the point that the network or "pipe" is more important than the content within it.
  • Dave Mulder on 19 Jun 14
     
    Explanation of connectivism, including contrasts to behaviorism, cognitivism, and constructivism. Interesting quote: "The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today." I'm not sure I totally agree with that statement...
  • Chris Hill on 20 Jun 14
     
    Very interesting piece on the how the half-life of knowledge is shrinking. The amount of knowledge in the world has doubled in the last 10 years and is doubling every 18 months.
  • Alissa Blackburn on 03 Sep 14
     
    George Siemens ideas on the limitations of traditional learning theories and connectivism.
  • khegel on 14 Jun 16
     
    This articles gives information about the basic thought behind Connectivism. This article even gives the background information about the limitations of behaviorism, cognitivism, and constructivism in the realm of technology and knowledge.
  • Terrence Shaneyfelt on 29 Aug 16
     
    This background paper reviews the limitations of common learning theories in the digital age. Siemens then describes connectivism.
  • anonymous on 29 Aug 16
     
    "Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical." This is a fantastic quote in this article. Our foundations for education are highly impacting the way we learn and soak up the knowledge around us. Everyone in this world needs to gain more knowledge, learn new techniques, and grow their thinking to become a harder worker, more valuable asset, and a better person in general. It is critical for the society to build on the foundations of their knowledge now so we can overcome those future problems and struggles in the future. Technology is opening doors for people to create, develop, and build knew foundations of education.
  • klauritsen on 31 Aug 16
     
    The resource discusses the need for a changing view of learning due to the development of technology tools to aid learning and information sharing. Many learning theories have not incorporated the use of technology or connectivity. Previous learning theories such as behaviorism, cognitivism, and constructivism have limitations presented in this article to support the need for connectivism. An important thought stated by the author, "We derive our competence from forming connections". This article states the importance of experience to learn knowledge.
  • Jasmine Quezada on 01 Sep 16
     
    In this piece, Siemens explores behaviorism, cognitivism, and constructivism and their deficits when it comes to learning in the digital world. He explains how Connectivism addresses the change in learning in that it is no longer an internal activity because of technology.
  • Jessica Gake on 05 Sep 16
     
    This article gives an overview and background of traditional learning theory and their limitations. Then it provides an alternative theory for a digital age, Connectivism. This article gives a brief overview of Connectivism and its principles.
  • nstringham on 10 Jun 18
     
    This is the original paper written by George Siemens introducing the idea of connectivisim. The main problem Siemens identifies with previous learning theories is that they do not account for learning stored outside the person. With technology developments, we no longer need to remember details. We can use our brain space to connect details and expand our knowledge.
Kelly Kenney

Website #6- Communities of Practice - 6 views

janetclarey.com/...ing-vs-communities-of-practice

education Edtech543 resources learning technology web2.0

shared by Kelly Kenney on 11 Sep 12 - No Cached
  • Jaime Bennett on 11 Sep 12
     
    This blog describes some differences between social learning and communities of practice. While it is written by an instructional designer in the corporate sector, many of the details and examples are still applicable to education.
  • ...5 more comments...
  • ShellyWalters on 11 Sep 12
     
    The author's viewpoint on the learner interaction with content was interesting. Social learning is me and COPs are us.
  • Ilene Reed on 20 Jun 13
     
    This article makes the reader think. Janet Clarey poses the question "are social learning and communities of practice the same thing?" Her idea is that they are not. She makes the distinction between them as social learning is taking in all information from social settings. It cannot be tracked as far as acquisition of knowledge. Communities of practice focus on sharing and collaboration of information and can be tracked.
  • Molly Large on 21 Jun 13
     
    It's an interesting article. I think social learning might be part of a community of practice - I certainly use it that way. I use my professional network to learn and question and explore, much like Clarey describes. But it's within my community of practice, because I also share, invite, and collaborate as part of the process. I believe there is little dialogue in life that can be classified as cleanly as Clarey defines these terms - I think we fluidly move from one position to another.
  • Cate Tolnai on 21 Jun 13
     
    This article compares and contrasts "social learning" and "CoPs." The major difference in my eyes has to do with the formality of the latter. CoPs aim to track the conversations and bring like-minded people with similar goals together to grow alongside each other. I appreciate this article as it gave me a clearer vision of CoPs.
  • vanessa botts on 22 Jun 13
     
    This post's author discusses the differences between Social Learning (where learning is generally unorganized and done by observing, talking, questioning and learning is often not formal or unintenational) and Communities of Practice where learning is more intentional and happens between communities of individuals with common interests.
  • Forrest Doud on 07 Sep 13
     
    This post aims to distinguish between social learning and communities of practice. It offers an interesting take on the two sides. What I really got most out of it was actually from the first comment from another reader who offers an amazing example of a community of practice. The author of the comment uses Professional Chefs as an example of a community of practice which was one of the best real world and simple to understand explanations I have seen. "My favorite example of a community of practice is professional chefs. They are a community in every sense of the word even though no one maintains a membership list. Chefs identify with one another. They spend time together. They share their knowledge and swap secrets with one another. They enrich the practice of the profession. They nurture people entering the professional and guide their professional development. They set and maintain standards. You can even spot them by the clothes they wear. What brings them together is the "practice." That's terrible term, for it's subject to misinterpretation. We're talking practice as in legal practice or medical practice, not as in piano practice or football practice." Their goal is not making profits; it's furthering the practice.
  • Kelly Kenney on 01 Sep 15
     
    CoPs are becoming much more popular with the use of technology. Etienne Wenger and Jean Lave are two of the most respected names when it comes to communities of practice. CoPs are groups that are focused on collaboration of common interests while having a purpose and motivation.
Jessica Gake

Communities of Practice: The Organizational Frontier - 5 views

www.rareplanet.org/...nizational_Frontier%5B1%5D.pdf

communitiesofpractice business organization

shared by Jessica Gake on 07 Jun 16 - No Cached
  • Notsolongago,companieswere reinvented by teams.Communities of practicemayreinventthemyetagain –if managers learn to cultivate these fertileorganizational formswithoutdestroyingthem
  • The best way for an executive to assess the valueof a community of practice is by listening to mem-bers’ stories, which can clarify the complex rela-tionships among activities, knowl-edge, and performance.
  • What are communities of practice? In brief,they’re groups of people informally bound togetherby shared expertise and passion for a joint enter-prise
  • ...2 more annotations...
  • managers cannot mandate communities of prac-tice. Instead, successful managers bring the rightpeople together, provide an infrastructure in whichcommunities can thrive, and measure the commu-nities’ value in nontraditional ways.
  • The strength of communities of practice is self-perpetuating. As they generate knowledge, they re-inforce and renew themselves.
  • amandahensley on 07 Jun 16
     
    This article discusses communities of practice from a business perspective, which I found interesting because CoPs truly to exist in all professions; they aren't strictly and education trend. The merit of CoPs, according to the author, is that people share their experiences and knowledge in free-flowing, creative ways that foster new approaches to solving problems. They discuss the various benefits of CoPs and then examine why they aren't more prevalent, concluding that though the concept has been around for centuries, it hasn't been widely accepted yet and therefore companies (and education) haven't spent a long time cultivating them and helping people learn to effectively develop them. They refer to CoPs as the new frontier and predict that they will become a more and more important part of knowledge acquisition for professionals in the future.
  • ...3 more comments...
  • Kjersti Withers on 12 Jun 16
     
    Although many organizations create groups that include people of varying specialties to complete specific problems, people are organizing themselves into communities of practice, informal groups who share "expertise and passion" for a common interest. These communities are new to the business world because their spontaneous, informal nature makes them difficult to supervise. Managers cannot mandate communities of practice, they can only create a supportive environment. Members self select based on common interests and perceived advantage. The authors provide examples from Hill's Pet Nutrition and Hewlett-Packard. While communities should not be forced into creation, managers can cultivate them by identifying potential CoPs that will benefit the company's "strategic capabilities", provide infrastructure to them, and assess their value to the business through "nontraditional methods." Business managers need to realize the wealth of potential available to them through communities of practice.
  • J Matibag on 13 Jun 16
     
    Prior to my studies in the Educational Technology program, I had never heard of the term Communities of Practice. Until I read this article, I have only seen research about CoP in education. This article begins by discussing CoP in business, and how long CoP has been around as well its benefits for businesses. I was really surprised to hear how long CoP has been around, you would think more businesses would invest the time to develop them. A couple examples mentioned show that it can take up to a year or more before change is implemented, but the long term benefits are worth it. Also, I noticed that another article broke down information in a table, much like the "Snapshot Comparison" section in this article. This is a nice way to compare things in an easy to read and understandable format.
  • klauritsen on 30 Aug 16
     
    This article, while a bit longer, introduces and explains communities of practice in an in depth and thorough fashion. I enjoyed the comparison to real-life companies organization and the history coming all the way from Ancient Greece. Two of my favorite comments states that communities offer "creative ways that foster new approaches to problems" and "they give you both the golden eggs and golden goose that lays them". It makes me realize how essential deeper understanding and knowledge can be developed within these types of communities. The article also develops an understanding of a comparison chart of different types of work groups to show when using communities of learners are most effective.
  • kristiedtech on 01 Sep 16
     
    This is a great resource that focuses specifically on the use of communities of practice in business environments. However, the information is easily transferred to other areas of industry or academia. It addresses the fact that CoPs are different than the traditional approach of working in teams in that their success and usefulness can be difficult to measure. The author gives tips for how to evaluate the success of a CoP through the sytematic gathering of anecdotal evidence.
  • Jessica Gake on 05 Sep 16
     
    This is a great resource for businesses to gain insights into the use of Communities of Practice. In this article, Wenger and Snyder discuss Communities of Practice and their value for organizations.
Gretel Patch

the social/situational orientation to learning - 0 views

www.infed.org/...learning-social.htm

community EdTech543 connectivism practice

shared by Gretel Patch on 03 Sep 12 - Cached
  • Learning involves participation in a community of practice
  • people learn from observing other people
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process
  • ...5 more annotations...
  • Attending to a behaviour; remembering it as a possible model or paradigm; and playing out how it may work for them in different situations (rehearsal) are key aspects of observational learning
  • It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities
  • Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • there is a need to explore the extent to which learning (or intelligence) lies in the resources to which people have access
  • while the individual is significant, psychological analysis should focus on the joint, socially mediated activity in a cultural context
  • Gretel Patch on 03 Sep 12
     
    People learn from watching others and then applying that knowledge in their own experiences; learning is seen as a social process rather than an acquisition of knowledge; in order to be useful, knowledge needs to have a context within a community
Rhonda Lowderback

http://www.udel.edu/educ/whitson/files/Lave,%20Situating%20learning%20in%20communities%20of%20practice.pdf - 0 views

www.udel.edu/...ommunities%20of%20practice.pdf

communities of practice education learning

shared by Rhonda Lowderback on 11 Sep 12 - No Cached
  • Rhonda Lowderback on 11 Sep 12
     
    Communities of practice, according to this article, resemble apprenticeships in other parts of the world and in earlier times. It used to be that in order to learn you became an apprentice to a master in that topic. You formed a community of practice to learn that skill. Learning, in general, can take this form and mimic this apprentice relationship.
  • Christina Moore on 11 Sep 12
     
    While the CoP references in this group have clearly illustrated the concept as defined by Wenger, I found this reference equally valuable as it illustrates the practice of these communities in life situations. This helped me solidify my understanding in a different context.
Tiffany Kannengieszer

Using Personal Learning Networks to Leverage Communities of Practice in Public Affairs Education - 5 views

www.naspaa.org/...01_NeubauerHugHamonStewart.pdf

connectivism communitiesofpractice EDTECH543 learning professionallearningnetwork

shared by Tiffany Kannengieszer on 09 Sep 12 - No Cached
  • Clayton Mitchell on 09 Sep 12
     
    The authors state the the use of blogs as aggregators for student Personal Learning Networks (PLN) is an effective tool to help organize the many fascists of unique environments. They point out that in order for students to successfully create and use their own PLNs there must first be a successful example by an instructor for the students to model. They point out that although students may be using several of the tools that will ultimately comprise their PLNs, it is a fallacy to assume that students inherently understand the power and connectedness of these environments.
  • ...2 more comments...
  • Debi Banks on 09 Sep 12
     
    This articles pulls together different articles regarding learning and delivery methods. I discusses what is needed to access communities and use different technologies.
  • Christina Modrell on 09 Sep 13
     
    This article discusses how the use of technology can connect people to enhance their abilities. They discussed this in terms of public affairs, but it could be used in other fields. Connectivism is talked about in terms of growth as an individual and as a collection of generational knowledge.
  • Betty Clevenger on 10 Sep 13
     
    This article explores connectivism as a learning theory, then discusses how to use personal learning networks in your communities of practice. The author quotes from many experts in communities of practice and connectivism. Much detail was given to blogging.
  • Tiffany Kannengieszer on 28 Aug 17
     
    Although this article is focused specifically on public affairs education, it is relevant to all learners. The author discusses professional learning networks as methods to connect and build communities of practice. Using personal experiences teaching a college course, the author's creation of communities of practice took learning for students to the next level.
Terisa ODowd

Community of Practice Design Guide - 3 views

net.educause.edu/...nli0531.pdf

communities of practice

shared by Terisa ODowd on 02 Sep 16 - No Cached
  • Mary Carter on 02 Sep 16
     
    This is a step-by-step guide to setting up and growing CoP. It defines CoP and discusses why they are important. The guide also outlines how to establish and grow the community. At the heart of any successful CoP is purpose. A rubric is given to help identify the effectiveness of the community both in terms of infrastructure and language of inquiry.
  • ...1 more comment...
  • anonymous on 04 Sep 16
     
    I found the chart on the development of a community of practice interesting. It takes energy and commitment to sustain the community.
  • froggy_carma on 05 Sep 16
     
    I really liked this article, it gave some great information on CoP and the bullets on the first page were a nice outline of why CoPs are important and useful.
  • Terisa ODowd on 03 Sep 17
     
    This article provides a step-by-step guide for designing and cultivating communities of practice in higher education. The first part of the guide is for those who are considering the use of CoPs to facilitate collaboration, learning, or knowledge generation and want to know more. That last part of the guide helps CoP designers and facilitators understand the questions, issues, and options involved in planning and cultivating communities https://net.educause.edu/ir/library/pdf/nli0531.pdf
bettywells

Collective Intelligence and E-Learning 2.0: Implications of Web-Based ... - Google Books - 0 views

books.google.com/books

edtech543 web2.0 learning networks

shared by bettywells on 03 Sep 17 - No Cached
  • bettywells on 03 Sep 17
     
    This post is the first chapter from a book titled Collective Intelligence and E-learning 2.0. The first chapter is titled Learning Networks and Connective Knowledge. This chapter outlines the thinking behind personal learning environments. Learning comes with the network of connections and experiences gained from a knowing community. The new learners in the net generation interact and think in new ways.
Jennie Finafrock

Connectivism: A Learning Theory for the Digital Age - 5 views

www.ingedewaard.net/...ningTheoryForTheDigitalAge.pdf

education learning elearning digital

shared by Jennie Finafrock on 10 Sep 12 - No Cached
  • Darla Grant on 10 Sep 12
     
    Siemens introduces connectivism as a theory for the digital age. He discusses the shift in learning theory that led to the creation of connectivism due to the need to make connections between specialized communities. He emphasizes the rapidly changing foundations of learning and information transfer and suggests that "creating, preserving, and utilizing information flow should be a key organizational activity." Ultimately, he suggests that connectivism is the way that education can meet the changing environment of learning.
  • ...4 more comments...
  • Christina Moore on 11 Sep 12
     
    As Siemens makes his case for the theory of connectivism, he provides a very detailed analysis of the failures of the prominent learning theories to meet the digital age. He weaves a detailed argument that connectivism is not a new theory, but an application of practice.
  • mark_bishop on 23 Jun 13
     
    This is a paper that considers how connectivity has changed the cycle and nature of learning. It proposes that a new reality caused by computer networks has caused the creation and lifespan of knowledge to speed up and made knowledge creation a much more distributed activity. It is now even less expert driven and more driven by connections between learners.
  • Richard Krause on 24 Jun 13
     
    George Siemens gives a background overview of the more traditional learning theories and then makes a case for why they are limited by technology while connectivism is built for the digital age.
  • Nona Barker on 04 Sep 13
     
    Summary: This article compares Connectivism to other learning theories (Behaviorism, Cognitivism, and Constructivism). It also includes the principles of Connectivism and explains why this theory is important (and more relevant when compared to other learning theories) in the digital age. Some principles of Connectivism that are emphasized in the article are: diversity in opinions, choosing what to learn, connecting, sharing knowledge, fostering life long learning.
  • Betty Clevenger on 08 Sep 13
     
    This 2004 article by George Siemens discusses learning theories in general--what they are and their limitations. Siemens then goes on to discuss an "alternative theory"--that of connectivism. He specifically explores the fact that connectivism is part of the digital age because of the rapidly changing technology which enables more and more information flow. Siemens then goes on to briefly discuss the implications of connectivism.
  • Jennie Finafrock on 21 Jun 14
     
    This article investigates the beneifts and downfalls of behaviorism, cognitivism, and constructivism. Then, it dives in to the idea of connectivism, and how we use it to develop new knowledge and skills. The article states that, "This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed."
Amanda Hatherly

Mimi Ito on Collected Learning, Children and Digital Media - 1 views

www.youtube.com/watch

Media connected children schools informal

shared by Amanda Hatherly on 01 Sep 14 - No Cached
Marie Wallace liked it
  • Amanda Hatherly on 01 Sep 14
     
    Mimi Ito discusses how children are using digital media and the learning that goes on as they hang around and geek out - informal learning. She explores the role education can play in this and the role of the adult and how to support their engagement. She discusses the difference between friendship driven activities online and interest driven activities and the opportunities for learning in those spaces (personal networks). It looks at ways that these could be linked to school-based activities.
  • lisanebe on 02 Sep 14
     
    I like the comments made near the start of the video that the digital media and communication in which children are engaging is no different from the personal networks that have been formed in generations past. It serves the same purpose in their development, socially and academically.
  • Alissa Blackburn on 04 Sep 14
     
    Some of my take aways from this video are: "social relations are important for learning." "The mediated environment isn't so different from when we were trying to get our daughter off the phone or our son to come in." "How can we be more active in connecting the informal learning with learning." Let "Sts reflect and not just consume." Ideas are along the same lines as others in this field. As an educator I want to have students participating in student centered learning, but come up against road blocks admin and district don't understand.
anonymous

Community of Practice Design Guide - 14 views

net.educause.edu/...nli0531.pdf

EdTech543 EdTechSN Module2 CoP education technology

shared by anonymous on 20 Jun 13 - No Cached
  • Dana Daines-Smith on 20 Jun 13
     
    Defines CoP's and reinforces that CoP's focus on sharing knowledge and developing best practices. Identifies CoP's as a model for connecting people for learning, knowledge sharing, collaboration and organizational development. Provides great key questions for growth of a CoP.
  • ...6 more comments...
  • Melissa Getz on 22 Jun 13
     
    Even though I am becoming more acclimated to the non-linear arrangements of websites and the Internet, in general, it is still nice to see a well formatted document that clearly lists its points and is somewhat old-fashioned in presenting more recently cultivated information. This is the type of arrangement I needed to help me visualize CoP's.
  • Stacie Barker on 10 Sep 13
     
    How to guide on using Communities of Practice in higher education.
  • Renee Phoenix on 02 Jul 15
     
    A step by step guide for designing and cultivating CoPs from the Educause Library of free resources
  • nickurban on 02 Jul 15
     
    I really enjoyed this article as it did provide a very clear distinction to a CoP and how they generate around a particular goal or common objectives. The one aspect of the article that I found really fascinating dealt with how to create a CoP and how it spoke of the cultivation of a CoP. It is not something that grows automatically, but must be intentional in nature. This requires the design, formalization of the community, and planning activities and core concepts for the CoP. It is not imperative that a CoP is fully structured from the beginning as the CoP will ultimately identfiy its main tenants over the period of growth.
  • Megan Gooding on 04 Jul 15
     
    This guide provides a practical interpretation of the theoretical underpinnings of communities of practice (CoPs) in higher education. The guide begins with a definition, review of the purpose of CoPs, as well as their lifecycle. The authors also outline the stages of development in a CoP. This section includes guiding questions and activities to help others facilitate the development process within their own CoPs. I found this resource to be helpful in visualizing the process of developing CoPs.
  • cassiefaught on 03 Sep 15
     
    This source is set up differently than the others that I found. It is focused more on why communities are important, and how to build them. It also provides some good visuals that represent types of communities, how to grow communities, and different ways to grow and cultivate those relationships and communities.
  • anonymous on 08 Sep 15
     
    This is a great guide from Educause on the "nuts and bolts" of establishing a PLN. This resource provides a step-by-step guide to establishing a CoP.
  • Innovative Educator on 08 Sep 15
     
    This article is really helpful since it gives practical there are some things you can do. My favorite is "Design." You can not just set up spaces and expect people to interact. You have to drive purpose and there has to be meaning there.
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