Questions related to Communities of Practice
as I am working in applied research, I always come across the problem that knowledge is not applied in practice (theory-practice gap). Is there a particularly good paper / book to recommend about this? :-)
Best thanks and best regards
Hello everyone! I would like to ask if someone knows how to scrape/ extract all the discourses, engagements, interactions of members in a FB Group, for the last 10 years, for example. I am currently conducting a digital ethnography research,, focusing on an online community of practice. Thank you very much for sharing your experience on a similar research endeavor.
I am interested in examples and evidence on:
- boost a virtual community of practice and learning in teacher education;
- research carried focused on professional development of teacher's, particularly in promoting your critical thinking.
twitter.com the rapid news service is used by the US president to make global politics...
It is said to be a fast, powerful and influential communication tool also for scientists - do you use twitter and if so when and how? Please share your insight and experiences...
My research team is debating whether a socially-constructed identity can serve as the shared object in an activity system, according to third generation cultural historical activity theory (Engestrom, 1987). Despite having examples of the use of non-physical objects (e.g., mental constructs) being used as objects in the literature, there are those who feel identity cannot be an object. I disagree and am looking for research that has used identity as the object of an activity system to support my claims.
I'm working on a project building a global community of practice and would like to build it upon the most recent and up to date academic thinking/ learning/ models. Any sign-posting/ help/ links greatly appreciated.
Does adherence to a good business practices, adherence to ethical and moral principles in business activities be an important factor in the development of effectively developing social market economies?
One of the many global pressures threatening our world today is bacteria's resistance to antibiotics. Not too long after penicillin-the world's first ever antibiotic-doctors noticed an uptick in resistance of certain bacteria to penicillin. Scientists were quick to engineer new antibiotics and did so for decades at a rate quick enough to combat harmful Bacteria. Most all of these antibiotics themselves were extracted from bacteria, a solution made possible by the fact that bacteria have an antimicrobial resistome. Now there are superbugs resistant to a whole spectrum of antibiotics and the rate we produce antibiotics has decreased substantially since the latter half of the 20th century. Many reports over the last few years indicate that this is a global threat that could one day prove disastrous to humanity. Scientists have come up with possible theories and floated ideas about how to combat this issue. They include finding the gene(s) related to antibiotic resistance and blocking/inhibiting the bacteria's response to antibiotics, finding newer and stronger antibiotics, and more community practices including no sharing/overusing antibiotics. The first two are worrisome in that 1. inhibiting the gene related to antibiotic resistance may overpopulate weaker and weaker bacteria, effectively decimating bacteria (the opposite of what's happening now) and 2. Engineering another antibiotic is just going to make the problem worse. How do we go about solving this problem? Note: This is meant to be an unconstrained and open question to a broad audience. The purpose is to get a survey of ideas and perspectives from many individuals, to determine both solutions and consequences of solutions to combat this problem, and to work towards a positive goal focused on trying to tackle one of many problems that exist in a world expanding beyond its limits.
I am concerned about collaborative leadership in higher education. I want to investigate to how much extent experienced teachers are aware about the collaborative skills and use it a s a strategy to build a network with novice teachers. As a result, this may develop novice teachers professionally and it leads them to obtain the necessary skills and teaching methodologies for students' success.
My question is , can i add other styles to leadership such as transformational leadership and be considered as a collaborative leadership?. Aditionally, transformational leadership is analysed quantitatively by researchers, in my study i want to use a qualitative analysis, i wonder whether it will be fine .
The Community of practice is intended to promote uptake of sustainable land management practices.
I am worried because I do not think there is a culture and the habit of sharing knowledge among our colleagues in our network. This can affect the functioning of the communities of practice to be implemented. For example, in this website, there are just some comments ....
Have been working on this theme for a number of years. Presented a couple of times at conferences. Particularly interested in explicit overlaps between social justice work in Higher Ed and Sustainability. Led a couple of projects linking Universal Design for Learning and Sustainability. Also fascinated by the notion of 'sustainable teaching practices'. Would be fun to create a community of practice.
Dan Gunn, a self-proclaimed technology community builder and leader, distinguished non-geographical communities from groups. He asserted that while members of such communities share values, members of groups share characteristics—but not necessarily values. He also suggested that rationales for joining groups reflected self-interest, while those for joining communities reflected desire for collaboration (What's the difference between community and group, https://goo.gl/aNM7zp, 2015.11.02).
Do those distinctions hold true in your experience?
Can you point out any recent or seminal sources that might illuminate differences between professional development communities and similarly purposed groups?
A couple I'm aware of already are:
Lave, J., & Wegner, E. (1991). _Situated Learning: Legitimate Peripheral Participation_. Cambridge, MA: Cambridge University Press.
Professional learning community. (2014, March 3). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/professional-learning-community/
Managing virtual Communities of Practice within online education has significant role implications for academics to facilitate and evaluate constructive, collaborative learning. Analysing language for collaborative effects is a new field of academic activity that I can find little research on. Are there any research publications ?
I am currently analysing the findings of research I undertook with a uniformed youth organisation. To all intent and purpose they bare the hall marks of a CoP but I feel that there is more. After all these communities are brought together often to solve a problem, my initial thoughts are that as a lens this concept is insufficient to explain the individual motivations of group members.
Is there any recent studies (after 2010) that extend Wenger theory of social learning in particular communities of practice?
Thanks in Advance
Currently one main criteria of academic expertise is assessed through number of appearances in refereed journals. Are there better ways to do this? Is there any research being conducted into this question?
Does your university have social media accounts to keep students connected to school events? Are you using social media to extend class discussions or connect outside of an LMS? Students have you set up your own social media group to work on assignments or as a support network for other e-learners?