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Communities of Practice - Science topic

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Hi there,
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
Alexander Kwiatkowski
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There are two articles that show this gap from different perspectives and that can be complemented. One takes it from education in general and the other from education for health practice. I hope they serve you, best regards.
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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.
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Robert Borges its good Lib, but its not working when we deal with private groups. i think there is a bug when we want to login
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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.
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Vieira, R. M. (2018). As comunidades Online na promoção do pensamento crítico em Didática das Ciências (nº 1 da coleção Educação e Formação - Cadernos Didáticos). Aveiro: Universidade de Aveiro editora. (50 pp.) (ISBN: 978-972-789-538-0) (http://blogs.ua.pt/cidtff/wp-content/uploads/2018/07/201804_Cadernos-Didaticos_RMV_Comunidades-Online_PC_COMPLETO.pdf)
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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...
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RG is the most usable social network for scientists.
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What would constitute 'Best Practice"? What are the motivators and enablers?
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Ensuring that the participants feel as quick as possible a sense of social inclusion and wellbeing - we have been inspired some research on this in our projects and conducted our own research - see attached
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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.
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Hi Dan Moreno,
I would look into the work of Bakhtin, Vygotsky and Leontiev. Maybe also Anna Stetsenko or Hubert Hermans if you're looking for modern identity construction within movements or the self. But identity is something that also needs to be neatly defined so you can pick a discussion.
As far as 'identity as an object', my good friend Ehsan Baha (also on researchgate,) is real life proof that understanding or becoming aware of your identity can be an object. His work, although not rooted in CHAT, is helping design students understand their identity and use to develop themselves and their understanding of long term object and meaning.
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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.
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and may be of interest. (There is also , which amalgamates the first two articles and points to other references.)
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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?
Please reply
Best wishes
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Is a very good question. And the answer is that NOT necessarily, because the world is upside down and corrupt activities are sometimes greater and more common than ethical practices, and as a consequence corruption, selfishness, the desire for money and other toxic practices manage markets more than ethical practices, that are not necessarily competitive at this time on the planet, unfortunately. I Hope that will change for the better soon.
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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.
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Thank you
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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 .
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Yes it can since this is not an impossible task.The right leader "and not the boss" can effect the desired changes but what sort of leader is relevant to the task?:
In a typical educational setting, 4 main styles of leadership are fairly pertinent: servant leadership, transaction leadership, emotional leadership, and transformation leadership. The last style can combine the best attributes of the other three.
Servant leadership usually steps back & supports only the interests of the followers with some guidance, empowerment and complete trust. This trust is built upon an assumption: those within the organization will be in line with the organization's strategic goals.
An educational setting, in real life, contains unfortunately people who have shortcomings and quite often they need directing to get things going on the right track.
Transaction leadership is like a business transaction which is characterized by "give & take or something for something". In other words, employers need work done & employees do that work in exchange for money. The workplace will have the hallmark of nearly a coffee machine "you get the coffee cup after placing the proper coin in the slot". There is no higher purpose –than money- here to motivate the workforce.
Emotional leadership is one which is concerned with the feelings & motivations of followers. The leaders are required to use of their emotional intelligence to build up motivations in the workers by winning their hearts.
A transformation leadership is supposed to be a charismatic leader who can utilize interpersonal relationships rationally to motivate workers , to raise their thinking level, and to broaden their horizons for the sake of serving the organization optimally with an eye on developing it more & more. In other words, the organization, with its employees, will be transformed from case A to case B to case C in a curve that keeps going up as time elapses. A transformation leader will use services, transactions, emotions, and convincing together opening the door wide for collaborations with all concerned "on equal footing" to get the best possible results.
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suggest me current real time practical value for rate in end to end video communication.
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Dear Dandu,
welcome
In standard video broadcast the transmission rate is defined by the number of frames per second. In standard TV it 25 frames per second in the European system and 30 frames per second in the american system. There is the high definition TV with scaled up resolution.
For communication purposes the resolution is scaled down say to QCIF but the frame rate is kept the same. For video internet transmission there is the scalable video coding standards which scales the video temporarily, spatially and quality by scaling the pixel quantization. The video bit rate is made adaptive to the available bandwidth by such scalable video coding.
This is a very short note on the variability of the video data rate according to the service provided. For more information about scaled video coding please follow the link: cdn.intechopen.com/.../InTechA_tutorial_on_h_264_svc_scalable_video_coding_an...
Best wishes
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The Community of practice is intended to promote uptake of sustainable land management practices.
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Need your help.
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The concept of a community of practice was originally used by Lave and Wenger (1991) to denote a particular way in which professionals were inculcated with skills, knowledge and culture of their metier through 'legitimate peripheral participation' alongside those who were more experienced. The term inspired many people to reflect and came to be used in a much wider sense. We might use it now to cover, for instance, the description of the ways in which Xerox engineers met to solve wicked problems as related by Brown and Duguid (2000). In relation to teacher professional development, Etienne Wenger-Trayner's later work 'Learning in landscapes of practice
Boundaries, identity, and knowledgeability in practice-based learning' (2014) is probably a more appropriate reference, since it relates the whole journey towards professional competence. Clearly, collaboration is at the heart of all of these discussions. It is a necessary, but not sufficient, contribution towards building of communities of practice.
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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 ....
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I suggest that you push on and make sure you have a small group of like minded individuals who are supportive of this approach who can help you with your endeavours. What you will find is that if the web site has highly engaging, relevant content, then more people will want to access it as time goes by.
A good example of a collaborative wiki type of approach to curating/collating information is Radiopaedia-
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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.
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Thanks for the message. I'm working on a couple of publications myself. Let's see if we gather interest from others and if we can create momentum.  Perhaps co-publication?
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How can be stablished interchanges in a CP?
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Building Communities of Practice, available at https://www.researchgate.net/publication/254583096_Building_Communities_of_Practice, may be of interest. Once they are up and running, it is recommended that their performance be monitored and evaluated; toward this, there is Surveying Communities of Practice, available at https://www.researchgate.net/publication/254583236_Surveying_Communities_of_Practice.
PS: Communities of Practice: Passing the Fitness Test, available at https://www.researchgate.net/publication/266798125_Communities_of_Practice_Passing_the_Fitness_Test, offers an easy-to-read primer on the subject.
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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/
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Where community has a connotation of people living together in harmony, group, to me, has a sense of a collection of things. The origin of the word, community, has its roots in the Latin (nominative form) communitas: fellowship, society, and courtesy. Group comes from the French groupe, originally an art criticism word (figures and objects which from a harmonious whole). Also noteworthy are origins from Italian gruppo and Spanish grupo (both meaning group or knot), and Germanic kruppaz, meaning round mass lump.
As for your question, Paul, for me this distinction does hold true. I think people do join groups to obtain something and do not necessarily share similar values. I think the origin of the words has a lot to do with how people respond to being part of one or the other.
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Social Sciences, Higher education, community of practice
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I suggest you search and read the article titled 'Through a glass, darkly: Measuring the social value of universities' authored by Ursula Kelly and Iain McNicoll.
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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 ?
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Hi!
I see web communities using in high school education activity as fields of research for  my PhD students. May be they obtain some results soon.
May be some useful for you is in several next publications, please look
By the way we study our students culture and techniques of community managing.
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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. 
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There may indeed be ground for examining with a little more intent what value communities of practice can bring to members, not just the organizations that host them. A Guide to Communities of Practice, a short presentation available at https://www.researchgate.net/publication/274899367_A_Guide_to_Communities_of_Practice, identifies the short-term value to members as (i) help with challenges, (ii) access to expertise; (iii) confidence; (iv) fun with colleagues; and (v) meaningful work. The long-term value to members may lie in (i) personal development; (ii) reputation; (iii) professional identity; (iv) collaborative advantage; and (v) marketability. These attributes are certainly even more valuable in the context of youth organizations, as explained above.
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Is there any recent studies (after 2010) that extend Wenger theory of social learning in particular communities of practice? 
Thanks in Advance 
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Take a look at Ingold's "The Perception of the Environment". It is not a new book, and it does not necessarily advances Wenger & Lave's "situated learning" theory, but relates it to the fields of embodied cognition and ecological psychology. You may also check Ingold's "Being Alive" and "Making". 
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 CoP is a source of competitive advantage in new technology based firms. Is this hypothesis correct? 
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Communities of Practice provide the means to share knowledge, both implicit and explicit. It contributes to competitive advantage in a manner similar to that of a knowledge base. Unless the communities of practice offer something that is of value and cannot be easily mimicked by other organizations, it cannot be considered a competitive advantage. The resource based view of competitive advantage is one approach to understanding communities of practice as a source of competitive advantage.
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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?
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Thank you so much for your response Mark which certainly points out some of the 'flaws' in naming people as 'experts' and the expectations this creates. I'd be particularly interested if you could add any further thoughts about how we could find better ways of defining 'academic expertise', in particular, which is mostly currently 'assessed through number of appearances in refereed journals'.
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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?
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It is an ongoing debate about the safety of information shared online. So, Robert you could be right.