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

30 – Supporting E-learning through Communities of Practice
Case study: Simon Fraser University Co-operative
Education Program
The Co-operative Education (Co-op) program
(http://scope.lidc.sfu.ca/) at Simon Fraser University
uses an online community that provides innovative
and continued learning and reflection opportunities
through technologies that enhance the Co-operative
Education curriculum. Although its overall goal and
intended value were specifically aimed at the delivery
of co-op and career materials for students, co-op students
were continually encouraged to create their own
content so that the community became a resource “for
students, by students.” The community has since
opened to include other membership types such as
alumni and co-op employers. To foster this growth, the
community coordinator and community host ensure
that the community’s body of knowledge expands to
meet specific member needs and interests.
Why are CoPs important for
learning?
CoPs have gained their prominence primarily as vehicles
for knowledge translation (KT). Focusing on moving
research knowledge into practice, Canadian Institutes of
Health Research (2004) defines knowledge translation as
“the exchange, synthesis and ethically sound application
of research findings within a complex set of interactions
among researchers and knowledge users. In other
words, knowledge translation can be seen as an acceleration
of the knowledge cycle; an acceleration of the
natural transformation of knowledge into use”. In business
and not-for-profit settings, CoPs have gained
prominence as support for problem-solving, as well as
the articulation, management and communication of
often tacit, experienced-based knowledge (Wenger et al.,
2002; Wenger & Snyder, 2001). Speaking generally, KT
involves an active exchange of information among various
stakeholders, such as researchers, policy makers,
administrators, private sector organizations and the
general public.
Example: Developing a CoP around KT resources
The Mechanical Engineering Community of Practice
(ME CoP), started along with the National Digital
Learning Repository in Ireland. “This CoP includes all
educators involved in any aspect of mechanical engineering
teaching and learning at third level in Ireland.
One of the aims of this community is to develop a library
of quality digital resources that can be used in
mechanical engineering education. This CoP also aims
to provide pedagogical and technical advice on developing
learning resources; organise delivery of information
workshops and seminars; and organise conferences
to further enhance teaching and learning practice in
mechanical engineering education” (http://www.ndlr.ie
/mecheng/blog/).
More recently, other terms have been proposed for
essentially the same broad concept. These terms include
knowledge mobilization (SSHRC, 2006), knowledge utilization
(Caplan, 1978), knowledge exchange (Ofek & Sarvary,
2002), knowledge management (WHO, 2006), and
knowledge transfer (CHSRF, 2003).
Some writers have distinguished “soft” from “hard”
knowledge (Kimble et al., 2001). Soft knowledge can be
gathered in a domain through sharing solutions to a
particularly difficult problem, describing idiosyncrasies
of particular tools, equipment, or processes, and recounting
and reflecting on challenging events (i.e., recounting
war stories). This refers to the implicit, or tacit,
knowledge in a domain. CoPs are central to the creation
and maintenance of soft knowledge.
Partnerships are at the heart of all KT activity (CIHR,
2004). Effective KT is dependent on meaningful exchanges
among network members for the purpose of
using the most timely and relevant evidence-based or
experience-based information for practice or decisionmaking.
CoPs are natural places for these partnerships
and exchanges to start and grow. Relevant learning occurs
when participants raise questions or perceive a
need for new knowledge. Moreover, Internet technologies
enable these discussions to occur in a timely manner
among participants regardless of physical location
and time zone, with discussions archived for review at a
later date or by those who miss a discussion. Case studies
throughout this chapter will illustrate CoP contributions
to learning in action.
Case Study: BCcampus
BCcampus, a virtual CoP for e-learning educators, was
founded in 2003 and illustrates many of the principles
outlined in this chapter.
BCcampus is an online service connecting students
and educators to programs and resources across all 26
public post-secondary institutions in British Columbia,
Canada. BCcampus provides a single access point for
students who want to take post-secondary courses and
programs by distance. Through BCcampus students
receive online support services, including course and
program information, advising, admission, registration,
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