scholarly journals Working together or alone, near, or far: Social connections and communities of practice in in-person and remote physics laboratories

2022 ◽  
Vol 18 (1) ◽  
Author(s):  
Drew J. Rosen ◽  
Angela M. Kelly
Keyword(s):  
Communities Of Practice ◽  
Social Connections ◽  
Working Together ◽  
Physics Laboratories

scholarly journals Building, Growing and Sustaining Global Collaborative Communities

2018 ◽  
Vol 2 ◽  
pp. e28158
Author(s):  
Jonah Duckles
Keyword(s):  
Communities Of Practice ◽  
Government Funding ◽  
Diverse Communities ◽  
The Future ◽  
Working Together

Agile, interconnected and diverse communities of practice can serve as a hedge on an uncertain world. We currently live in an era of populist politics and diminishing government funding, challenging our collective optimism for the future. However, the communities we build and contribute to can be prepared and strengthened to address the challenges ahead. How we choose to operate in this world of less funding is tied to the collective impacts we all believe we can achieve by working together. How we choose to work together and structure our communities matters.

scholarly journals Designing for Collective Intelligence and Community Resilience on Social Networks

2021 ◽  
Vol 8 (2) ◽  
pp. 15-32
Author(s):  
Jon Chamberlain ◽  
Benjamin Turpin ◽  
Maged Ali ◽  
Kakia Chatsiou ◽  
Kirsty O'Callaghan
Keyword(s):  
Social Networks ◽  
Crisis Management ◽  
Emergency Response ◽  
Collective Intelligence ◽  
Community Action ◽  
Online Collaboration ◽  
Social Connections ◽  
Working Together ◽  
Design Systems ◽  
New Form

The popularity and ubiquity of social networks has enabled a new form of decentralised online collaboration: groups of users gathering around a central theme and working together to solve problems, complete tasks and develop social connections. Groups that display such `organic collaboration' have been shown to solve tasks quicker and more accurately than other methods of crowdsourcing. They can also enable community action and resilience in response to different events, from casual requests to emergency response and crisis management. However, engaging such groups through formal agencies risks disconnect and disengagement by destabilising motivational structures. This paper explores case studies of this phenomenon, reviews models of motivation that can help design systems to harness these groups and proposes a framework for lightweight engagement using existing platforms and social networks.

scholarly journals ENSURING SUCCESS IN THE FLIPPED CLASSROOM WHEN TEACHING ON- LINE

2021 ◽  
Author(s):  
Marie J. Myers ◽  
Keyword(s):  
Communities Of Practice ◽  
Flipped Classroom ◽  
Research Question ◽  
Student Understanding ◽  
Factual Knowledge ◽  
Deep Foundation ◽  
Main Research ◽  
Working Together ◽  
P 16 ◽  
On Line

As teaching moved on-line we had to rethink and readjust what approaches to use in order to reach the outcomes. Adjustments had to be made to the designed activities especially when groups had to meet in breakout rooms. We will present the various aspects that came under scrutiny, as for example, peripheral participation, the development of mini-communities of practice, cooperation, collaboration and mediation. We analyzed instructor’s journal notes and students’ products. There were 53 students in the classes concerned. The main research question is what was effective in making participants improve learning and how did the implementation increase their understanding of working together virtually. The method used is qualitative (Creswell, & Poth, 2018). The instructor took observational notes of processes and actions during planned activities. These notes were analyzed to uncover insights. In addition, student ‘products’ of group work were analyzed for the triangulation of results. Results show that the effort put into creating more engagement in the module brought about a number of interesting results that increased student understanding. Overall, findings show that participants reiterate expectations and summarize them, the repetition allowed a better grasp and this could also be due to the fact that during the reconversion, participants had to make sure they really understood the contents, i.e. ensuring that the meanings were clear which, in turn led to a better intake of specific features. As regards working together, several issues were identified, yet overall, all students were highly successful, due mostly to a supportive approach as regards feedback or a ‘feed-through’ approach. The theoretical underpinnings came from research on learning and pointed to the requirement of additional insights on the part of instructors especially when teaching has to take into account equity, diversity, inclusion and indigenization (EDII). Instruction had to be more connected to students’ lives. Bransford et al (2000) assert that “to develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (p. 16).

Role of Trust in Virtual and Co-Located Communities of Practice

2011 ◽  
pp. 453-458 ◽  
Author(s):  
Jawwad Z. Raja ◽  
Anzela Huq ◽  
Duska Rosenberg
Keyword(s):  
Communities Of Practice ◽  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Time And Space ◽  
Open Communication ◽  
Trust Development ◽  
Information And Communication ◽  
Working Together ◽  
History Of

Information and communication technologies (ICTs) have become popular in enabling organisations to work virtually, allowing them to organise and leverage their human assets in new ways. Numerous advantages are offered to organisations in the virtual world, including the ability to bridge time and space, and utilisation of distributed human resources without physical relocation of employees (Lipnack & Stamps, 2000). However, flexibility for organisations also comes with many challenges due to its own inherent characteristics. With the separation in time and space, possibly no history of working together, and communication options that are limited, working virtually can lead to undesired outcomes. There are many fundamental factors that not only drive knowledge sharing and transfer in virtual communities, but are believed to be important in their success and failure. One of these fundamental factors is trust. The literature on trust in co-located environments suggests that the establishment of trust is of importance in the working relationship (e.g., Mayer, Davis & Schoorman, 1995). Furthermore, it is argued that trust also leads to more open communication, cooperation, and a higher quality of decision making and risk taking (Lane & Bachmann, 2000). Lipnack and Stamps (2000) argue that the success of sharing and transferring knowledge virtually begins with trust, since trust functions as a mechanism to hold individuals together. The aim of this article is to discuss types of trust and explain mechanisms of trust development in light of research on organisational dynamics. Although there is little standardisation in the trust literature, this article will attempt to critically assess contributions to the debate, illustrating points through references to communities of practice.

Role of Trust in Virtual and Co-Located Communities of Practice

2008 ◽  
pp. 1089-1095
Author(s):  
Jawwad Z. Raja ◽  
Anzela Huq ◽  
Duska Rosenberg
Keyword(s):  
Communities Of Practice ◽  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Time And Space ◽  
Open Communication ◽  
Trust Development ◽  
Information And Communication ◽  
Working Together ◽  
History Of

Information and communication technologies (ICTs) have become popular in enabling organisations to work virtually, allowing them to organise and leverage their human assets in new ways. Numerous advantages are offered to organisations in the virtual world, including the ability to bridge time and space, and utilisation of distributed human resources without physical relocation of employees (Lipnack & Stamps, 2000). However, flexibility for organisations also comes with many challenges due to its own inherent characteristics. With the separation in time and space, possibly no history of working together, and communication options that are limited, working virtually can lead to undesired outcomes. There are many fundamental factors that not only drive knowledge sharing and transfer in virtual communities, but are believed to be important in their success and failure. One of these fundamental factors is trust. The literature on trust in co-located environments suggests that the establishment of trust is of importance in the working relationship (e.g., Mayer, Davis & Schoorman, 1995). Furthermore, it is argued that trust also leads to more open communication, cooperation, and a higher quality of decision making and risk taking (Lane & Bachmann, 2000). Lipnack and Stamps (2000) argue that the success of sharing and transferring knowledge virtually begins with trust, since trust functions as a mechanism to hold individuals together. The aim of this article is to discuss types of trust and explain mechanisms of trust development in light of research on organisational dynamics. Although there is little standardisation in the trust literature, this article will attempt to critically assess contributions to the debate, illustrating points through references to communities of practice.

Project BRAIN: Working Together to Improve Educational Outcomes for Students With Traumatic Brain Injury

2012 ◽  
Vol 22 (3) ◽  
pp. 106-118 ◽  
Author(s):  
Paula Denslow ◽  
Jean Doster ◽  
Kristin King ◽  
Jennifer Rayman
Keyword(s):  
Traumatic Brain Injury ◽  
At Risk ◽  
Brain Injury ◽  
Educational Outcomes ◽  
School Personnel ◽  
Department Of Education ◽  
Health Providers ◽  
Accurate Identification ◽  
Transition Intervention ◽  
Working Together

Children and youth who sustain traumatic brain injury (TBI) are at risk for being unidentified or misidentified and, even if appropriately identified, are at risk of encountering professionals who are ill-equipped to address their unique needs. A comparison of the number of people in Tennessee ages 3–21 years incurring brain injury compared to the number of students ages 3–21 years being categorized and served as TBI by the Department of Education (DOE) motivated us to create this program. Identified needs addressed by the program include the following: (a) accurate identification of students with TBI; (b) training of school personnel; (c) development of linkages and training of hospital personnel; and (d) hospital-school transition intervention. Funded by Health Services and Resources Administration (HRSA) grants with support from the Tennessee DOE, Project BRAIN focuses on improving educational outcomes for students with TBI through the provision of specialized group training and ongoing education for educators, families, and health professionals who support students with TBI. The program seeks to link families, hospitals, and community health providers with school professionals such as speech-language pathologists (SLPs) to identify and address the needs of students with brain injury.

Promoting Social Connections in a Synchronous Telepractice, Aphasia Communication Group

2018 ◽  
Vol 3 (18) ◽  
pp. 32-42 ◽  
Author(s):  
Judy P. Walker ◽  
Karlee Price ◽  
Jana Watson
Keyword(s):  
Social Connections
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