scholarly journals Enhancing the student experience through sustainable Communities of Practice

2022 ◽  
Vol 7 (1) ◽  
pp. 102-105
Author(s):  
Mairi Scott ◽  
Susie Schofield
Keyword(s):  
Communities Of Practice ◽  
Sense Of Belonging ◽  
Best Practice ◽  
Peer Groups ◽  
Student Experience ◽  
Discussion Boards ◽  
Sustainable Communities ◽  
Professional Qualification ◽  
Undergraduate Programme ◽  
Delivery Models

Introduction: The switch to online off-campus teaching for universities worldwide due to COVID-19 will transform into more sustainable and predictable delivery models where virtual and local student contact will continue to be combined. Institutions must do more to replace the full student experience and benefits of learners and educators being together. Methods: Our centre has been delivering distance blended and online learning for more than 40 years and has over 4000 alumni across five continents. Our students and alumni come from varied healthcare disciplines and are at different stages of their career as educators and practitioners. Whilst studying on the programme students work together flexibly in randomly arranged peer groups designed to allow the establishment of Communities of Practice (CoP) through the use of online Discussion Boards. Results: We found Discussion Boards encouraged reflection on learning, sharing of ideas with peers and tutors, reduce anxiety, support progression, and enable benchmarking. This led to a highly effective student sense of belonging to each other, our educators, and the wider University, with many highlighting an excellent student experience and maintaining a thriving CoP within the alumni body. Conclusion: Despite being based on one large postgraduate programme in medical education, our CoP approach is relevant to any undergraduate programme, particularly those that lead to professional qualification. With our mix of nationalities, we can ‘model the way’ for enabling strong CoP’s to share ideas about best practice with a strong student and alumni network which can be shared across the international healthcare community.

Identifying and Implementing Management Best Practice for Communities of Practice

2008 ◽  
Vol 4 (3-4) ◽  
pp. 160-175 ◽  
Author(s):  
James Bishop ◽  
Dino Bouchlaghem ◽  
Jacqueline Glass ◽  
Isao Matsumoto
Keyword(s):  
Communities Of Practice ◽  
Best Practice

scholarly journals Nurturing Collaborative Networks of Mobile Learning Researchers and Practitioners

2018 ◽  
Vol 10 (4) ◽  
pp. 73-92 ◽  
Author(s):  
Thomas Cochrane ◽  
Vickel Narayan
Keyword(s):  
Social Media ◽  
Communities Of Practice ◽  
Reflective Practice ◽  
Mobile Learning ◽  
Sense Of Belonging ◽  
Collaborative Networks ◽  
Collaborative Network ◽  
Communication Structure ◽  
International Networks ◽  
Subsequent Application

In this article, we present the development of a framework for supporting and facilitating collaborative networks of reflective practice using mobile social media. Developed throughout a two-year collaborative mobile learning project #NPF14LMD, the framework has subsequently been used to support two wider international networks of mobile learning researchers and practitioners. The #NPF14LMD project was a national project comprised of three universities and three polytechnics across New Zealand. One of the goals of the #NPF14LMD project was to create a collaborative network of practice across the six institutions participating in the project. The network provided a support and communication structure linking the six institutional communities of practice, enabling sharing of their experiences and a sense of belonging to a wider national and international community. This article outlines the use of mobile social media to facilitate the #NPF14LMD network, and the subsequent application of this framework to support two international networks.

The REACT Collaborative Development Programme: Bringing universities together to enhance student-engagement activities for the ‘hard to reach’

2017 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Elisabeth Dunne ◽  
Tom Lowe
Keyword(s):  
Student Engagement ◽  
Communities Of Practice ◽  
Best Practice ◽  
Academic Staff ◽  
Development Programme ◽  
Higher Education Funding ◽  
Collaborative Development ◽  
Final Output ◽  
Metropolitan Universities ◽  
Funding Application

As outlined in the funding application to the Higher Education Funding Council for Engagement (HEFCE), the REACT programme was designed to “support the expansion of context-appropriate interventions to at least ten further universities through consultancy, workshops, mentoring of Student Unions and academic staff in other institutions, and working with students and student engagement practitioners to spread the interventions” (REACT, 2015). This aligned with other aims of the bid, including that REACT would: disseminate best practice in relation to the challenge of engaging those outside the usual ambit of Student Engagement (SE) activities; build communities of practice based on strong evidence; and provide consultancy support and proven approaches amongst at least ten UK universities. This paper highlights how the ‘REACT Collaborative Development Programme’ was designed to facilitate these aims, to build momentum and spread practice beyond the core of Winchester, Exeter and London Metropolitan universities. All aspects of the programme are outlined, from the initial ‘Expression of Interest’ to the collaborative process of putting together this issue of JEIPC as a final output of REACT. 

A Proposed Framework for Designing Sustainable Communities for Knowledge Management Systems

2013 ◽  
pp. 226-245
Author(s):  
Lakshmi Goel ◽  
Elham Mousavidin
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Sustainable Communities ◽  
British Petroleum ◽  
Almost All ◽  
Oil Company ◽  
Practical Implications ◽  
Network Component

Despite considerable academic and practitioner interest in knowledge management, success of knowledge management systems is elusive. This chapter provides a framework which suggests that KM success can be achieved by designing sustainable communities of practice. Communities of practice have proven to have significant economic and practical implications on organizational practices. A growing body of literature in KM recognizes the importance of communities that foster collaborative learning in organizations and almost all KMS have a ‘network’ component that facilitates connecting people in communities of practice. Evidence has shown that communities have been a key element in KMS of many companies including Xerox PARC, British Petroleum Co., Shell Oil Company, Halliburton, IBM, Proctor and Gamble, and Hewlett Packard.

Building Sustainable Communities of Practice

2011 ◽  
pp. 150-164 ◽  
Author(s):  
Bronwyn Stuckey ◽  
John D. Smith
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Crucial Role ◽  
Community Leaders ◽  
Sustainable Communities ◽  
Anecdotal Evidence ◽  
Structured Interviews ◽  
Research Activity ◽  
Cause And Effect ◽  
Motivation And Learning

The authors have both been involved as designers, producers and facilitators of CPsquare’s Foundations of Communities of Practice Workshop (www.cpsquare.com). Through that ongoing exposure to learning and leading in Communities of Practice (CoPs), they became convinced that stories about CoPs play a crucial role in motivation and learning for community leaders. Within communities, the swapping of stories is a means by which local theories of cause and effect are developed and contextualized. These stories provide powerful ways of invoking context, of framing choices and actions and of constructing identity (Bruner, 2002). From the context of a Community of Practice (CoP) concerned with the cultivation of CoPs, (i.e., the Foundations workshop) there is strong anecdotal evidence that stories are of equal value to practitioners and researchers alike. As part of an extended research activity, and parallel to this growing conviction about stories, Stuckey analysed the Frequently Asked Questions (FAQs) raised over six iterations of the workshop. The ten most frequently asked questions became the basis of semi-structured interviews held with the developers and managers of the communities described in this chapter. The chapter presents the essence of seven community cases and is intended as an enticement to explore the full case descriptions and community stories (which are beyond the limitations of this printed publication) at http://www.cpsquare.org/cases/.

Best Practices

2011 ◽  
pp. 142-149 ◽  
Author(s):  
Wesley C. Vestal ◽  
Kimberly Lopez
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Communities Of Practice ◽  
Best Practice ◽  
Success Factors ◽  
Knowledge Exchange ◽  
Bottom Line ◽  
Critical Success ◽  
Ongoing Work ◽  
The Rich

Organizations continually look for ways to do more with less. One of the most important methods today for helping improve the company bottom line involves linking experts in Communities of Practice to find, share and validate best practices, ideas and solutions. This chapter examines how several best-practice organizations select Communities of Practice, provide support for their ongoing work, develop specialized roles to sustain their efforts, and use technology to bolster the rich tacit knowledge exchange offered by these entities. APQC has also developed a list of critical success factors for Communities of Practice and questions to help organizations develop those factors from its research on Knowledge Management over the last eight years.

Virtual Communities of Practice for Health Care Professionals

2011 ◽  
pp. 3986-3991
Author(s):  
Elizabeth Hanlis ◽  
Jill Curley ◽  
Paul Abbass
Keyword(s):  
Health Care ◽  
Communities Of Practice ◽  
Learning Community ◽  
Learning Organization ◽  
Health Care Professionals ◽  
Sense Of Belonging ◽  
Virtual Communities ◽  
Social Process ◽  
Collective Inquiry ◽  
Virtual Communities Of Practice

Wenger is typically credited with the development of the metaphor of communities of practice where “learning requires an atmosphere of openness and the key is to build an atmosphere of collective inquiry” (Wenger, 1998). However, the focus of creating a sense of belonging as well as the formulation of knowledge as a social process is not as new. Rather, it can be found in the form of a learning community. Senge (1990) introduced this concept of the learning organization to explain strategies to enhance the capacity of members to consistently collaborate on mutual goals.

Preventing and Repairing Harm to Children’s Cultural Self

2019 ◽  
pp. 142-171
Author(s):  
Misa Kayama ◽  
Wendy L. Haight ◽  
May-Lee Ku ◽  
Minhae Cho ◽  
Hee Yun Lee
Keyword(s):  
South Korea ◽  
Sense Of Belonging ◽  
Peer Groups ◽  
Academic Progress ◽  
Self Esteem ◽  
Typically Developing ◽  
Cultural Self ◽  
Individual Self ◽  
The Impact ◽  
The U.S

In responding to the impact of stigmatization on children with disabilities, educators from Japan, South Korea, Taiwan, and the U.S. typically considered children’s individual self, for example, their academic progress, as well as socialization practices to help them function better in their classrooms (socially embedded self). Their responses, however, were culturally nuanced. Educators in Japan described supporting children’s sense of belonging to their classroom peer groups, while educators in South Korea described helping children become contributing members of mutually supportive classroom peer groups. Educators in Taiwan helped children to regulate their intense emotions resulting from frustration and failure to meet expectations, and educators in the U.S. worked to support children’s self-esteem. Chapter 7 also presents educators’ similar and culturally nuanced discussions of socialization practices to reduce the effect of peers’ disability and stigmatization on typically developing children’s cultural selves.

scholarly journals Comparative Effectiveness of Three Different Delivery Models for a Community-Based Diabetes Prevention and Management Education Program in Older Adults

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 1367-1367
Author(s):  
Yasaman Jamshidi-Naeini ◽  
Wilna Oldewage-Theron
Keyword(s):  
Older Adults ◽  
Self Efficacy ◽  
Diabetes Prevention ◽  
Peer Groups ◽  
Community Dwelling ◽  
Dietary Behaviors ◽  
Written Materials ◽  
To Receive ◽  
Delivery Models ◽  
Passive Group

Abstract Objectives The purpose was to compare the effects of three different delivery models for a diabetes prevention and management education (DPME) program on nutrition and diabetes knowledge (NDK), self-efficacy, dietary behaviors, skin carotenoid score (SCS), Body Mass Index (BMI), and fasting plasma glucose (FPG) among older adults. Methods We investigated dietary perceptions and health education needs of the community-dwelling older persons through interviewer-administered questionnaires in Lubbock, Texas (n = 186). This was then used to modify the national Diabetes Prevention Program (DPP), where the core elements were healthy eating within limited budget, enhancing self-efficacy, nutrition misconceptions, and practical problem-solving skills. The intervention was a clustered randomized trial (CRT). We recruited six community centers (two blocks of three). Two centers were randomly assigned to receive DPME through education and support from nutrition professionals (Pro, n = 23), two centers were assigned to trained peer educators (Peer, n = 27), and two centers were assigned to receive written materials (Passive, n = 26). Pro and Peer groups received weekly 45-minuate DPME sessions and the written materials for 10 weeks. Passive group received the DPME written materials on a weekly basis. Outcome measures were assessed at baseline and at the end of the intervention. Results The majority of subjects were Hispanics (72.4%), followed by Caucasians (14.5%) and African Americans (11.8%). Regression models demonstrated a significant improvement in self-efficacy score in Peer group (+0.38 ± 0.24) compared to the other two groups (+0.18 ± 0.32 for Pro and +0.11 ± 0.45 for Passive, P < 0.05). We found significant within-group improvements in NDK (P < 0.01), SCS (P < 0.001), and dietary behaviors (P < 0.001) for both Pro and Peer groups, with no significant differences between the two groups. Passive group did not show any significant changes in any of the outcomes measures. Budget management strategies were the most frequently reported element that empowered participants for changing their dietary behaviors. Conclusions Peer education provides a sustainable resource for diabetes prevention programs for community-dwelling elderly people. Passive information dissemination had no benefits to diabetes prevention for older adults. Funding Sources TTU Start-Up Funds.

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