A community of practice approach to bioanalysis delivery: the role of the Preclinical Bioanalysis and Toxicokinetics department at AstraZeneca

Bioanalysis ◽  
2014 ◽  
Vol 6 (10) ◽  
pp. 1329-1337 ◽  
Author(s):  
Amanda Wilson ◽  
Stephen Silvester ◽  
Karen Woods
Keyword(s):  
Community Of Practice ◽  
Practice Approach

A university sport coach community of practice: Using a value creation framework to explore learning and social interactions

2017 ◽  
Vol 12 (3) ◽  
pp. 287-302 ◽  
Author(s):  
Rachael Bertram ◽  
Diane M Culver ◽  
Wade Gilbert
Keyword(s):  
Social Learning ◽  
Social Interactions ◽  
Community Of Practice ◽  
Value Creation ◽  
National Collegiate Athletic Association ◽  
A Value ◽  
Coaching Strategies ◽  
Division 1 ◽  
Practice Approach ◽  
University Setting

Coaches often identify social learning situations as the most valuable and influential to their learning. Thus, researchers have proposed implementing social learning initiatives, in particular, the community of practice approach. The purpose of the present study was to explore how an existing coach community of practice was created and sustained in a university setting, and to assess what value was created by participating in the community of practice. Participants included four National Collegiate Athletic Association Division 1 coaches from a university in the Southwestern United States. Data collection included an individual interview with each coach. Interviews were analysed using a value creation framework. The findings revealed that the coaches created value within all five cycles of Wenger et al.’s framework. In particular, the coaches learned a number of coaching strategies, some of which they were able to implement, and as a result, observe benefits in their coaching and athletes’ performance.

Defining the role of pharmacists in medication-related genetic counseling

2021 ◽  
Author(s):  
Nova A Chart ◽  
David F Kisor ◽  
Christopher L Farrell
Keyword(s):  
Genetic Risk ◽  
Pharmacy Practice ◽  
Interdisciplinary Team ◽  
Standard Of Care ◽  
Treatment Team ◽  
Multiple Cancer ◽  
Cancer Treatments ◽  
Disease States ◽  
Practice Approach

There is little question that precision medicine will eventually be the standard of care in treatment with algorithms designed for therapy selection and is already being used in some specialties such as cystic fibrosis and multiple cancer treatments. Genetic counselors are the heart of the treatment team in relation to counseling regarding genetic risk factors and disease states. A framework for treatment within the interdisciplinary team with more defined roles and areas of specialty will need to be in place as this practice approach expands with new data and treatments. Pharmacists are poised to be of great assistance in this matrix as many of these roles are merely an extension of current tasks and responsibilities of pharmacy practice.

scholarly journals Class Representatives and Students’ Behaviour: An Overview at the Post-Covid-19 Pandemic in the Perspective of the Community of Practice

2021 ◽  
Vol 4 (4) ◽  
pp. 137-143
Author(s):  
Ilane Frank Dias ◽  
Christane Bellucci
Keyword(s):  
Social Interactions ◽  
Community Of Practice ◽  
Learning Process ◽  
Online Classes ◽  
Virtual Classes ◽  
Relevant Role ◽  
Conceptual Paper ◽  
Multi Level ◽  
The Impact

Engagement of students and the learning process in the classroom has become one of the significant challenges that higher education (HE) institutions face in the era of the Covid-19 pandemic, with classes running in the virtual environment. One of the approaches that can be used to understand student behaviours and their social interactions is the community of practice (CoPs) as a construct that can be strategic to connect classes representatives, college's objectives and the student's behaviour. The class representatives can play a diverse role, from helping the tutors motivate the students on their learning process to acting as a central and essential communication channel between the students and the academic coordinators. Yet, little is known about the role of these students as a strategy to tackle such problems increased with online classes. This study investigates the impact of class representatives on students' behaviour in the sense of their engagement and learning in virtual classes context post the Covid-19 pandemic. This is a conceptual paper to bridge the mentioned theories, link work across disciplines, provide multi-level insights, and broaden the scope of thinking. The theoretical findings show that class representatives can play a relevant role by increasing engagement and facilitating the students' learning. The results can help HE institutions to develop policies and practices to be more competitive and move forward. This study advances the emergent research efforts to respond to the challenges arising from the Covid-19 pandemic.

scholarly journals Classroom Discourse and Teachers’ Experience: A Cognitive View

2021 ◽  
Vol 11 (10) ◽  
pp. 1308-1317
Author(s):  
Bibi Malihe Vamagh Shahi
Keyword(s):  
Novice Teachers ◽  
Community Of Practice ◽  
Cognitive Processes ◽  
Classroom Discourse ◽  
English Teachers ◽  
Experienced Teachers ◽  
Years Of Experience ◽  
Efl Teachers ◽  
Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

Constructed Languages

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Christine Schreyer
Keyword(s):  
Community Of Practice ◽  
Real World ◽  
Annual Review ◽  
Endangered Languages ◽  
Publication Date ◽  
Speech Community ◽  
New Directions ◽  
University Classrooms ◽  
The Relationship

Constructed languages, also known as conlangs, are languages that have been purposefully created for either real-world or fictional speakers. Within this article, I provide a summary of the language creation process and how the community of conlangers, people who make languages, come to know each other's work, as well as how language creation assignments are being adopted within university classrooms. I also explore the role of the language creator in bringing a community of speakers into existence through the invention of a language. I discuss whether speakers of a constructed language are part of a community of practice or a speech community and the implications for this distinction within anthropology. I also describe conscripts, or constructed orthographies, as well as the relationship between endangered languages and constructed languages, how invented worlds can create real-world shifts in worldview, and suggestions for new directions in research linking anthropology and constructed languages. Expected final online publication date for the Annual Review of Anthropology, Volume 50 is October 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Co-Constructing a Learning Community

2011 ◽  
Vol 1 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Chris Robertson
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Occupational Therapists ◽  
Children And Families ◽  
Vulnerable Children ◽  
Wide Range ◽  
Common Understanding ◽  
Country Specific

This paper explores the development of professional understanding across a large group of professionals and academics from eight different countries engaged in an international project. The focus of the project was to develop a suite of appropriate electronic tools to support the wide range of professionals (doctors, teachers, care and family workers, psychologists and medical and occupational therapists) who may be involved in working with and providing support for vulnerable children and families, which would be relevant across European countries. This case study explores how effective communication developed between the members of the research group to enable greater common understanding of both cultural and country specific provision, needs, and the underpinning philosophy and principles behind current provision in different countries represented. It explores the role of a ‘learning community’ and a ‘community of practice’ (Lave & Wenger, 1998) in this process as a tool for developing understanding. It provides insights into related issues, and possible future lessons to be learnt.

Rethinking participatory video in the times of YouTube

2020 ◽  
Vol 43 (1) ◽  
pp. 101-116
Author(s):  
David Montero Sánchez
Keyword(s):  
Community Of Practice ◽  
Social Transformation ◽  
Community Building ◽  
Digital Culture ◽  
Video Technology ◽  
Participatory Video ◽  
Wide Range ◽  
Communication For Development ◽  
The Times

Participatory video emerged in the late 1960s with a view to harnessing video technology in order to promote community building and develop critical awareness. It involves a wide range of practices that revolve around non-professionals collaborating in the task of making a facilitated, collective video in the topic of their choice. Consensual decision-making and iterative cycles of filmmaking alongside reflection and analysis represent milestones of traditional PV practice. Over the last 50 years, PV has fostered a heterogeneous community of practice that includes NGOs, scholars, and a number of social transformation collectives in the field of communication for development. This article examines the ways in which the PV community of practice has negotiated the emergence and hegemony of digital video-making, video equipped smartphones, and online video platforms. Methodologically, the text departs from an extended survey among experienced practitioners and focuses on case-studies involving perceived key actors within the PV community in relation to digital culture. The article also critically discusses the role of YouTube as the epitome of contemporary, digital participatory cultures. The overarching hypothesis that pervades this research foregrounds the concern that digital technology might actually be contributing to the transformation of participatory cultures into merely expressive exercises.

Organising for continuous innovation: the community of practice approach

2008 ◽  
Vol 44 (3/4) ◽  
pp. 441 ◽  
Author(s):  
Mariano Corso ◽  
Antonella Martini ◽  
Raffaello Balocco
Keyword(s):  
Community Of Practice ◽  
Continuous Innovation ◽  
Practice Approach

The Greek Challenge in Work-Based Learning

2008 ◽  
Vol 22 (3) ◽  
pp. 177-182
Author(s):  
Nikolaos I. Taousanidis ◽  
Myrofora A. Antoniadou
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Open Learning ◽  
Work Related ◽  
Learning Techniques ◽  
Educational Programmes ◽  
Pedagogical Principles

Work-based learning is generated, controlled and used within a community of practice and brings new understanding to pedagogical principles as the role of worker becomes also that of learner. This paper presents a series of opportunities of this type of learning, which even enables students to work at a distance, using open-learning techniques, as self-managed learners in their work-related context. The author analyses the legitimacy of work-based knowledge in a higher education setting: this is crucial in understanding the differences and similarities both within the field of work-based learning itself and between work-based learning and more conventional educational programmes. Finally, a method of facilitating and managing such work- based learning in universities is presented.

Sign in / Sign up

Export Citation Format

Share Document