Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia

The GLOCAL in Asia 2020 ◽

10.47298/cala2020.4-6 ◽

2020 ◽

Author(s):

Susana Ayala ◽

Keyword(s):

Communities Of Practice ◽

Hip Hop ◽

Teaching And Learning ◽

Linguistic Diversity ◽

Language Shift ◽

Art Teachers ◽

Theoretical Concepts ◽

Language And Culture ◽

Puppet Theater ◽

Global Language

Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.

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A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

Online Learning ◽

10.24059/olj.v21i1.963 ◽

2017 ◽

Vol 21 (1) ◽

Cited By ~ 24

Author(s):

Sedef Uzuner Smith ◽

Suzanne Hayes ◽

Peter Shea

Keyword(s):

Communities Of Practice ◽

Blended Learning ◽

Community Of Practice ◽

Online Teaching ◽

Teaching And Learning ◽

Empirical Work ◽

Theoretical Framework ◽

Future Research ◽

Online Teaching And Learning ◽

Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

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Developing Faculty Communities of Practice to Expand the Use of Effective Pedagogical Techniques

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v19i1.26775 ◽

2019 ◽

Vol 19 (1) ◽

Author(s):

Mark Hoyert ◽

Cynthia O'Dell

Keyword(s):

Student Success ◽

Communities Of Practice ◽

Teaching And Learning ◽

Faculty Members ◽

Retention Rates ◽

First Year ◽

Scholarship Of Teaching ◽

Pedagogical Techniques ◽

The Impact ◽

Faculty Group

The scholarship of teaching and learning literature is replete with examples of pedagogical techniques that have been demonstrated to be effective in improving learning, motivation, and student success. The extension of these techniques beyond the original context has tended to be slow, difficult, and incomplete. The following paper examines an intervention designed to encourage the exploration and use of a variety of pedagogical techniques by faculty in a traditional, four-year college faculty within the context of the AASCU Re-imagining the First Year Initiative. Small groups of six to eight faculty, joined and created communities of practice. The groups were known as Pedagogical Interest Groups, or PIGs for short. The faculty read about and analyzed a series of pedagogical techniques and committed to introducing at least one technique into their courses to further explore the techniques. When the techniques were successful, the faculty members redesigned entire classes to expand the impact. The communities of practice were successful in encouraging faculty to explore a wide variety of techniques. The average faculty group explored eight different pedagogical techniques. Faculty were able to use the opportunity to experiment with techniques with the support from their colleagues in their PIG. A dozen techniques were explored across the PIGs and dozens of class sections have been completely redesigned. To date, over 2000 students have experienced redesigned courses. Measures of student success, satisfaction, and interest in those sections have increased. The effort has been accompanied by a robust increase in the campus-wide retention rates.

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How to Utilize an Online Community of Practice (CoP) to Enhance Innovation in Teaching and Learning

Encyclopedia of E-Leadership, Counseling and Training ◽

10.4018/978-1-61350-068-2.ch039 ◽

2012 ◽

pp. 532-544

Author(s):

Jacob Prisk ◽

Kerry Lee

Keyword(s):

Communities Of Practice ◽

Community Of Practice ◽

Online Community ◽

Teaching And Learning ◽

Authentic Learning ◽

Future Trends ◽

Classroom Learning ◽

Web Based ◽

Sustainable Community ◽

Online Community Of Practice

Involving the community in supporting students’ learning is something most educators would consider high in importance. Communities of practice have proven they assist authentic learning to take place. Developing an online community of practice adds a layer of complexity to classroom learning, as it is more than simply converting activities to Web-based interactions. This chapter provides background to what communities of practice are and how they function. It outlines the considerations needed to design a successful and sustainable community of practice. Utilization, considerations for implementation and future trends will also be elaborated upon.

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Bridging the Instructional Designers and Lecturers in Technology Education

Instructional Design ◽

10.4018/978-1-59904-322-7.ch011 ◽

2011 ◽

pp. 215-237

Author(s):

Samuel Ng Hong Kok ◽

Tang Buay Choo ◽

Myint Swe Khine

Keyword(s):

Higher Education ◽

Educational Technology ◽

Communities Of Practice ◽

Technology Education ◽

Teaching And Learning ◽

Education Institution ◽

Learning Objects ◽

Instructional Designers ◽

Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

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The roles of school leaders in developing future-ready learners: the case of Singapore

International Journal of Educational Management ◽

10.1108/ijem-06-2020-0283 ◽

2020 ◽

Vol 35 (1) ◽

pp. 249-269

Author(s):

Choun Pei Wong ◽

David Ng

Keyword(s):

Communities Of Practice ◽

School Leadership ◽

Teaching And Learning ◽

Design Methodology ◽

School Leaders ◽

Leadership Preparation ◽

Traditional Teaching ◽

Content Type ◽

Future Society

PurposeAn education system can only be successful if it can develop future-ready learners who can continue to learn after graduation, take on their future lifework and thrive in the future society and environment. This article examines the economic, social and environmental trajectories of Singapore and proposes that it is important for future-ready learners to develop habits of practices that will support the skills, knowledge and values that are pertinent to these trajectories.Design/methodology/approachSchool leaders are responsible for creating environments and implementing practices that are conducive for fostering habits of practices that are crucial for future-ready outcomes. The authors discuss the inadequacies of traditional teaching and learning practices in supporting these habits and elucidate how newer paradigms such as constructivism, connectivism, coagency and communities of practice might be more useful in achieving this. The authors also present a case study of a school leadership preparation programme that aims to develop future-ready learners.FindingsThis paper provides insights into how newer paradigms of teaching and learning can be supportive for developing desirable habits of practices for future readiness.Originality/valueThis discussion piece introduces a fresh concept – habits of practices – that is relevant in preparing future-ready learners in Singapore.

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