Facilitating communities of practice as social learning systems: a case study of trialling sustainable sanitation at the University of Technology Sydney (UTS)

2017 ◽  
Vol 15 (3) ◽  
pp. 391-399 ◽  
Author(s):  
Dena Fam
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Learning Systems ◽  
University Of Technology ◽  
The University

Understanding and developing communities of practice through diagramming

2017 ◽  
Author(s):  
Chris Blackmore ◽  
Natalie Foster ◽  
Kevin Collins ◽  
Ray Ison
Keyword(s):  
Climate Change ◽  
Social Learning ◽  
Communities Of Practice ◽  
Water Governance ◽  
Learning Systems ◽  
Developing Communities

This chapter draws on the authors' experiences over many years of research into social learning systems. The authors particularly focus on their work on communities of practice as social learning systems and reflect on their experiences of using diagramming to map and share understandings and develop knowledge, in the context of water governance and climate change. They build on a range of systemic and participatory traditions to design their research processes. Some of the authors have also taught these techniques and have developed an understanding of how skills in diagramming can be developed both for exploration and for communication. The authors therefore reflect on the effectiveness of diagramming processes for different purposes, reviewing a range of the techniques' strengths and limitations from their use in different contexts.

A Knowledge Management Process in Communities of Practice of Engineering Based on the SECI Model for Knowledge

2012 ◽  
pp. 134-149
Author(s):  
Akila Sarirete ◽  
Azeddine Chikh
Keyword(s):  
Knowledge Management ◽  
Social Learning ◽  
Communities Of Practice ◽  
Knowledge Sharing ◽  
Explicit Knowledge ◽  
Management Process ◽  
High Importance ◽  
Web Technologies ◽  
Seci Model

With the vast movement toward promoting and developing models, practices, and technological environments in the engineering domain, a need exists to facilitate communication, collaboration, and coordination among its actors. Communities of Practice (CoPs) represent the natural and logical solution to answer these needs. In this paper, the authors propose a knowledge management process to exploit tacit and explicit knowledge in the engineering domain within the framework of a CoP of engineering. The approach used in this work introduces new elements in the Nonaka’s SECI model for knowledge creation. To validate the proposed process, a qualitative case study has been conducted on two CoPs, “CPsquare” and “The Cisco Learning Network”. It has been shown that CoPs and social learning impact learning as well as knowledge sharing. The use of web technologies and socio-technical approach in the management of knowledge is of high importance.

Setting up A Career Resource Centre

1997 ◽  
Vol 6 (1) ◽  
pp. 16-17 ◽  
Author(s):  
Karin Hosking
Keyword(s):  
Career Counselling ◽  
Accurate Information ◽  
Occupational Information ◽  
University Of Technology ◽  
Wide Range ◽  
The University

Many careers services are realising the increasing importance of access to accurate information, and are further developing resource centres that clients can use to research their work and study options. When the Careers and Appointments Service at the University of Technology, Sydney (UTS) was re-established in early 1995, a career resource centre was created to support career counselling activities, and to give students access to a wide range of employer and occupational information. This case study outlines the tasks undertaken in setting up the centre, and reflects on issues involved.

The Innovation Potential of Communities of Practice in Higher Education

2020 ◽  
pp. 207-235
Author(s):  
Margot Bracewell ◽  
Isabel Cordua-von Specht ◽  
Rebecca Wilson-Mah
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Communities Of Practice ◽  
Local Change ◽  
Comparative Approach ◽  
Positive Outcomes ◽  
Specific Context ◽  
Innovation Potential ◽  
Faculty And Staff ◽  
The University

This chapter applies scholarly reflection to discuss the experiences of faculty and staff who convene, facilitate, and maintain two active but different communities of practice (CoP) in the same university. With a focus on innovation, the authors explore how practice-based, social learning in two different CoPs have supported local change in the organization and contributed to positive outcomes and improved processes. Taking a comparative approach, this chapter explores the practical process aspects associated with convening, facilitating, and maintaining two CoPs, including the varying influences of: scope, structure, leadership and convening, and engagement and participation. The authors discuss and compare how the innovation potential of a CoP is shaped by, and must adapt to, its specific context within the university.

Identifying the success factors of Communities of Practice (CoPs)

VINE ◽  
2015 ◽  
Vol 45 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Peyman Akhavan ◽  
Babaeianpour Marzieh ◽  
Masoumeh Mirjafari
Keyword(s):  
Communities Of Practice ◽  
Organizational Support ◽  
Knowledge Creation ◽  
Success Factors ◽  
Educational Organizations ◽  
Content Type ◽  
Traditional Structures ◽  
The University ◽  
The Impact

Purpose – This paper aims to identify the success factors of communities of practice (CoPs) that will improve knowledge creation (KC) in educational organizations. Today, educational organizations are faced with constant changes in their environment. These changes have forced organizations to view their human capital as knowledge capital to survive and thrive. CoPs can be one of the most important factors to achieve these goals, and it should be considered by educational organizations. Design/methodology/approach – The present paper tries to identify the success factors of CoPs and examine the impact of the success factors of CoPs in KC. The research method is descriptive. The population of the research consists of students of Payame Noor University as a case study. A questionnaire based on experts’ opinion was designed and more than 35 articles were reviewed. Factor analysis was used to categorize and examine the correlation between success factors of CoPs and KC and, finally, the regression equation based on correlation’ result was formed. Findings – The results showed six success factors: “organization”, “optimizing interactions”, “infrastructure”, “supporting tools”, “strategy and goals” and “organizational support”. These factors reflect the effective factors in educational organizations attempting to progress in KC should focus. Among these success factors, “strategy and goals” and “organization” have the highest effect on CoPs in this case. Research limitations/implications – The paper discusses how the success factors of CoPs improve KC in universities as educational organization and how an organization will benefit from these factors. It can help the development of guidelines for educational organizations to increase their community knowledge information. They can also apply the findings of this research to promote the scientific level of their related organizations through reinforcement of CoP practices. In this paper, the authors faced some problems to collect expert’s opinion and also gather the questionnaires. Originality/value – This paper may have great value to researchers, as well as practitioners involved in knowledge-creation programs in organizations about CoPs and the knowledge-creation field. This research can establish guidelines for Payame Noor University Tehran-North as a case study using the right policies and make changes to the traditional structures of the university, improve and develop the knowledge-creation process and the formation of CoPs. This study can guide managers and, especially, the university managers to provide suitable base to shape COPs, help them emerge and enhance them effectively.

scholarly journals Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sven Trenholm ◽  
Julie Peschke
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Undergraduate Education ◽  
Mathematics Teaching ◽  
Learning Systems ◽  
Undergraduate Mathematics ◽  
Face To Face ◽  
Education Community ◽  
Pedagogical Development

Abstract The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.

Sign in / Sign up

Export Citation Format

Share Document