Boundary Crossing in Online Community of Practice: “Between Art and Quarantine”

2021 ◽  
Vol 58 (1) ◽  
pp. 697-699
Author(s):  
Meredith Dedema ◽  
Pnina Fichman
Keyword(s):  
Community Of Practice ◽  
Online Community ◽  
Boundary Crossing ◽  
Online Community Of Practice

scholarly journals ‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector

2020 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Pádraig Ó Beaglaoich ◽  
Yvonne Crotty
Keyword(s):  
Community Of Practice ◽  
Online Community ◽  
Planning Process ◽  
Primary Teachers ◽  
Research Process ◽  
Department Of Education ◽  
Digital Communities ◽  
Online Portal ◽  
Professional Needs ◽  
Online Community Of Practice

AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

Creating a Community of Practice in Learning

2016 ◽  
pp. 1380-1398
Author(s):  
Ebenezer Uy ◽  
Eusebio Yu
Keyword(s):  
Social Media ◽  
Action Research ◽  
Community Of Practice ◽  
Online Community ◽  
Learning Context ◽  
Community Members ◽  
Inductive Approach ◽  
New Knowledge ◽  
Online Community Of Practice ◽  
Online Communities Of Practice

Social media plays a huge part in Filipinos' lives. In the area of learning, the proponents observed the emergence of an online community of practice using Facebook groups that has over 350 members. The aim of the chapter is to answer the question: How do online communities of practice engage students to learn and build new knowledge? The objective is to propose a framework that will guide readers to build their own online community of practice based on its learning context. To achieve the objective, the proponents use the inductive approach of grounded theory using action research. Results show that community members used different Facebook features to support their ongoing community of practice. Further studies may also assess the applicability of the framework in other areas of development.

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

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.

Design of an Online Community of Practice to Support an Emerging Doctoral Culture

2010 ◽  
pp. 117-126
Author(s):  
James M. Monaghan
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Online Community ◽  
Doctoral Program ◽  
Successful Implementation ◽  
State University ◽  
Track Record ◽  
History Of ◽  
Online Community Of Practice ◽  
Online Communities Of Practice

During the initial accreditation process for California State University, San Bernardino (CSUSB)’s new doctorate in educational leadership, the accrediting body, the Western Association of Schools and Colleges (WASC), presented the institution with a serious concern. Reviewers of CSUSB’s proposal to offer their first doctorate indicated that the institution did not have a history of a doctoral culture. The challenge was how to acculturate students into a doctoral culture in the absence of an established doctoral culture? The university proposed to leverage their track record creating and nurturing departmental online communities of practice by creating and nurturing a similar community of practice for scholars in the doctoral program. This online community of practice was intended to provide scaffolding which was similar to that which occurs in full-time doctoral programs where faculty and students regularly interact in both formal and informal settings. In designing the online community of practice, the Office of Distributed Learning built upon the expertise developed in the successful implementation of similar communities of practice for numerous departments across the campus.

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