scholarly journals A Community of Practice Model Suggests Practical Implications for Teaching Geologic Mapping in the Field

2019 ◽  
Author(s):  
Heather Petcovic ◽  
Peggy McNeal ◽  
Samuel Nyarko
Keyword(s):  
Community Of Practice ◽  
Geologic Mapping ◽  
Practice Model ◽  
Practical Implications

scholarly journals Communities of Practice and Situated Learning in Health Care

2016 ◽  
Author(s):  
Davide Nicolini ◽  
Harry Scarbrough ◽  
Julia Gracheva
Keyword(s):  
Health Care ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Situated Learning ◽  
Success Factors ◽  
Health Care Organizations ◽  
Ways Of Knowing ◽  
Key Success Factors ◽  
Practical Implications ◽  
Institutional Order

In this chapter we examine the origins, nature and practical implications of the idea of “community of practice”. We argue that the concept has been used both to illuminate the challenges of creating a “learning culture” in health care and to establish initiatives promote knowledge transfer and sharing. After clarifying some of the key concepts under discussion, the chapter illustrates the general features of this broad family of interventions, discusses their characteristics and summarizes their key success factors. It also shows how the ideas of community of practice and situated learning have been applied in diverse ways by health care organizations and funders, how theses ways of knowing and learning have been inserted into the established institutional order, and the mixed, but sometimes promising, outcomes which have flowed from them.

scholarly journals iArchi[tech]ture: Developing a mobile social media framework for pedagogical transformation

2013 ◽  
Vol 29 (3) ◽  
Author(s):  
Thomas Cochrane ◽  
David Rhodes
Keyword(s):  
Social Media ◽  
Community Of Practice ◽  
Educational Technology Research ◽  
Intentional Community ◽  
Technology Research ◽  
Pedagogical Change ◽  
Participatory Action ◽  
Practice Model ◽  
Pedagogical Changes

<p>This paper critiques the journey of pedagogical change over three mobile learning (mlearning) project iterations (2009 to 2011) within the context of a Bachelor of Architecture degree. The three projects were supported by an intentional community of practice model involving a partnership of an educational researcher/technologist, course lecturers, and course students. The pedagogical changes achieved over three years of sustained collaborative participatory action research illustrate the potential for using a community of practice model for supporting pedagogical transformation in broader educational contexts. The Architecture case study thus serves as an example of the ethical, sustained, and collaborative educational technology research called for by Reeves, Herrington, and Oliver (2005) and reiterated by others. We use the concept of the pedagogy-andragogy-heutagogy continuum as a measure of the pedagogical change achieved by the integration of mobile social media within the Architecture curriculum. From our experiences of utilizing mobile social media to support a pedagogical change towards heutagogy we develop a framework for scaffolding a move along the PAH continuum and explore the application of this framework to the establishment of a wider global community of practice (icollab11).</p><br />

scholarly journals Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Kimberly Costino
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Students Of Color ◽  
Female Students ◽  
Institutional Transformation ◽  
Practice Model ◽  
Faculty Interaction ◽  
Inclusive Learning ◽  
Faculty Learning ◽  
Working Class Students

Equity-minded institutional transformation requires robust faculty learning.  Research has shown that the single most important factor in student success is faculty interaction.  Positive, supportive, and empowering faculty interaction is particularly important to the success of female students, poor and working class students, and students of color, but most faculty are not prepared to offer the kind of support that has been shown to be most effective for marginalized students.  If institutions are serious about equity and about transformation, then they are obligated to provide professional development that will support the learning necessary for faculty to fulfill these important roles and to support faculty financially or by buying their time to participate in it.  An effective way to do this is to align such professional development with the urgent needs of the campus and their related campus-wide initiatives.  This article describes a community of practice model of identity-conscious professional development that engages faculty in a scholarly approach to the science of learning and evidence-based teaching and curriculum development while at the same time insistently and consistently incorporating critical reflection on and exploration of how systems of power and oppression impact learning. We believe this faculty engagement is key to transforming our institution into a more equitable and inclusive learning environment for students and faculty alike.

scholarly journals What does it take for flexible learning to survive? A UK case study

2019 ◽  
Vol 10 (1) ◽  
pp. 113-125 ◽  
Author(s):  
Jon Talbot ◽  
David Perrin ◽  
Bob Meakin
Keyword(s):  
Community Of Practice ◽  
Design Methodology ◽  
Institutional Barriers ◽  
Shared Experience ◽  
Managerial Leadership ◽  
Content Type ◽  
Innovative Work ◽  
Organisational Factors ◽  
Practical Implications

Purpose The purpose of this paper is to identify potential reasons for the success of an innovative work-based learning (WBL) shell framework in an adverse environment. Design/methodology/approach Case study is the experience of one programme. Findings Demand-led, flexible WBL programmes have to overcome a number of internal cultural and institutional barriers in order to succeed. Important requirements are likely to include effective leadership, financial viability, adherence to quality assurance, adaptability, entrepreneurialism and a cohesive community of practice incorporating these traits. Research limitations/implications The conclusions are drawn from shared experience and are suggestive only as they are not readily susceptible to empirical verification. The authors accept that the conclusions appear speculative for some, but they suggest that in order for innovative programmes to survive, more is required than sound pedagogy. Practical implications Although lessons may not be directly transferable, the paper draws attention to the importance of managerial, leadership and organisational factors necessary for innovative WBL programmes to survive and develop. Originality/value There is some literature on why some innovative higher education programmes and institutions have failed; however, there is little on why some programmes are successful.

In Search of a Theoretical Framework for Practice, Part 2

1995 ◽  
Vol 58 (8) ◽  
pp. 332-336 ◽  
Author(s):  
Mary Jenkins ◽  
Chris Brotherton
Keyword(s):  
Occupational Therapy ◽  
Community Of Practice ◽  
Situated Learning ◽  
Knowledge Creation ◽  
Community Context ◽  
Theory And Practice ◽  
Knowledge Use ◽  
Practice Model ◽  
Rich Domain ◽  
Real World Situation

In this work, the position is taken that practice is a knowledge-rich domain where knowledge use and knowledge creation intertwine. This article presents a learning-in-practice model of occupational therapy which anchors occupational therapy theory within the reality of occupational therapy practice, identifying theory and practice as one entity. The model takes issue with the theory/practice paradigm of practical professions and suggests that, in occupational therapy, the real world situation of practice and clients' life-world contexts are the most fitting frames of reference for practitioners. The model, arising from the thesis ‘Occupational therapy: perspectives on the effectiveness of practice’ (Jenkins, 1994), implies that professional effectiveness is not dependent only on the concept of reflection in and on action as espoused by Schön (1987) but, in effect, hinges on a ‘community of practice’ wherein learning is situated, ongoing and continuous and occurs in action, in discussion and in periods of personal reflection, purposively and incidentally. Part 1 introduced the work and described Lave's and Wenger's Situated Learning Perspective, from which this practice model is derived; the model's four basic constituents – community, context, access and language – were presented. Part 2 identifies these in the occupational therapy setting and forwards the notion that the model is the kernel of democratic professionalism.

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