Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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30 Supporting E-learning through Communities of Practice David Kaufman, Kevin Kelly, and Alice Ireland A CoP is a persistent, sustaining social network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and; or mutual enterprise. – Barab et al. (2002) Education for a Digital World 475
30 – Supporting E-learning through Communities of Practice Learning outcomes After completing this chapter, you should be able to: • Describe the concept of Community of Practice (CoP). • Explain why CoPs are important for e-learning practitioners. • Identify the resources required to develop an online community. • Synthesize concepts and aspects that comprise successful communities. • Apply Wenger, McDermott & Snyder’s (2002) seven principles of community design to design an online community project. Introduction E-learning now makes it feasible for groups to learn and work collaboratively in an online virtual group of knowledgeable, experienced, like-minded peers, regardless of physical locations. These types of groups, called communities of practice (CoPs), can be a powerful support for gathering new knowledge and for putting it into action. CoPs are being used to enhance the success of many businesses, not-for-profit, social action, and academic endeavours. As instructors in college and university settings are being asked to focus on teaching and learning, we are witnessing the development of a new discipline, the scholarship of teaching and learning (SoTL). SoTL has among its goals the understanding and improvement of the teaching-learning process in classroom-based, online, and blended environments. It involves dialogue among instructors about their best practices, and this leads to the development of social communities in which new avenues in teaching and learning can be explored and shared. CoPs, both face-to-face and online, are powerful enablers of these dialogues. To help you understand and implement CoPs in your context, this chapter presents a practical guide to developing and maintaining your own CoP. It also provides an overview of the conceptual foundations of CoPs. Case studies throughout the chapter describe the conception, growth, challenges, and triumphs of several CoPs in action. What is a “community of practice” ? The term “community of practice” (CoP) was proposed by Lave & Wenger (1991) to capture the importance of activity in integrating individuals within a community and of community in legitimizing individual practices. Barab et al. (2002, p. 495) defined a CoP as “a persistent, sustaining social network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history, and experiences focused on a common practice and-or mutual enterprise.” Wenger (1998) proposed three key features of a CoP: (1) mutual engagement, (2) joint enterprise, and (3) a shared repertoire. Mutual engagement involves both work-related and sociocultural activities, achieved through interaction, shared tasks, and opportunities for peripheral participation. Joint enterprise refers to the need for the group to respond to its own, rather than an external, mandate. Finally, a shared repertoire involves the “routines, words, tools, ways of doing things, stories, gestures, symbols, genres, actions or concepts that the community has adopted in the course of its existence” (Wenger, 1998, p. 83). So we can see that the concept of a CoP is complex and multidimensional, and as instructors make the shift from a teaching focus to a learning focus, CoPs provide an important avenue for e-learning practitioners to expand their repertoire. An online CoP can serve two key purposes: (1) it can provide a place for instructors to share their experiences and learn from one another; and (2) it can provide a place for students to interact with one another and the instructor, and to work in teams. Example: An Online CoP for Teacher Education “In 2005, the Faculty of Education at the University of Wollongong in Australia implemented the online community of practice called the BEST site: Beginning and Establishing Successful Teachers (http://www.uow.edu .au/educ/students/best.html). The site has been developed specifically for primary and early childhood teachers, although it is being further developed for other specialized cohorts, such as physical and health education teachers” (Herrington, Herrington, Kervin & Ferry, 2006, para. 18). 476 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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2 Virtual Design Studios: Solving L
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3 Challenges Confronted and Lessons
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4 Addressing Diversity in Design of
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7 Learning Management Systems Don M
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8 Exploring Open Source for Educato
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9 Quality Assurance by Design Niki
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12 Articulation and Transfer of Onl
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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17 E-learning Standards Randy LaBon
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20 Instructional Strategies Peter F
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21 Media Selection Peter Fenrich If
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Part 5: Engagement and Communicatio
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Page 516 and 517: Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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