Building a Dynamic Model of Community Knowledge Sharing

2011 ◽  
pp. 812-819
Author(s):  
Geoffrey A. Walker

Many case studies have been undertaken about how informal, sponsored, and supported communities of practice operate within private and public sector organizations. To date, however, no examination has been made of how informal communities of practice operate within the third sector, the sector of community, and voluntary organizations. The third sector has a long history of using community space, in various forms, either physical or notional, to engage individuals in discourse and informal learning. The rise of the network society has added value to this process by allowing active individuals to personalize networks through the use of technologies which enhance communication. The third sector is now demonstrating that individuals and groups are seeking to create open access knowledge-sharing spaces which attempt to combine face-to-face networks with computer-mediated communications to support informal learning between community development practitioners. This article examines the role of Sunderland Community Development Network in the creation of informal communities of practice. It pays particular attention to three key areas: 1. Community space: How core, active, peripheral, and transactional community spaces within third sector partnerships create an ebb and flow of informal communities of practice. 2. Personalized networking: How issue-based activity, inside and outside communities, can lead to the rapid appearance and disappearance of informal communities of practice. 3. Knowledge-sharing space: How core members of a third sector organization can create a dynamic model of roles within informal communities of practice capable of impacting upon processes of governance beyond the organization.

Author(s):  
Geoffrey A. Walker

Many case studies have been undertaken about how informal, sponsored, and supported communities of practice operate within private and public sector organizations. To date, however, no examination has been made of how informal communities of practice operate within the third sector, the sector of community, and voluntary organizations. The third sector has a long history of using community space, in various forms, either physical or notional, to engage individuals in discourse and informal learning. The rise of the network society has added value to this process by allowing active individuals to personalize networks through the use of technologies which enhance communication. The third sector is now demonstrating that individuals and groups are seeking to create open access knowledge-sharing spaces which attempt to combine face-to-face networks with computer-mediated communications to support informal learning between community development practitioners. This article examines the role of Sunderland Community Development Network in the creation of informal communities of practice. It pays particular attention to three key areas: 1. Community space: How core, active, peripheral, and transactional community spaces within third sector partnerships create an ebb and flow of informal communities of practice. 2. Personalized networking: How issue-based activity, inside and outside communities, can lead to the rapid appearance and disappearance of informal communities of practice. 3. Knowledge-sharing space: How core members of a third sector organization can create a dynamic model of roles within informal communities of practice capable of impacting upon processes of governance beyond the organization.


2020 ◽  
Vol 10 (9) ◽  
pp. 228
Author(s):  
Paolo Di Rienzo

The third sector represents a vast and heterogeneous universe that has a key role in society from both the social and civil points of view. It also represents an informal learning context where competence and knowledge are acquired, often in a tacit and indirect way. This research focuses on the key competences of the third sector professionals and on the pedagogical methods to make them visible and to encourage their recognition. The quantitative and qualitative data sources include: questionnaires, focus groups, and diaries. The results show that the informal learning of key competences by professionals is a primary result of their activities that should be given greater visibility. Six areas of expertise have been identified in order to classify the range of knowledge and competence. The pedagogical approach has highlighted the importance of the tutor who applies narrative tutoring methods to facilitate the recognition of competences and their enhancement for personal and professional development. The full enhancement of competences, considered as the strengthening of people’s reflection and planning potential, requires policies that can be effectively applied to the national competences certification system.


2019 ◽  
Vol 28 (11) ◽  
pp. 724-725
Author(s):  
Alan Glasper

Emeritus Professor Alan Glasper, University of Southampton, discusses the success of partnerships between the third sector and the NHS, which is crucial to improving care for people in society.


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