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Communities of practice

Communities of practice
The term “community of practice” is of relatively recent coinage, even though the phenomenon it refers to is age-old. The concept has turned out to provide a useful perspective on knowing and learning. A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance.This brief and general introduction examines what communities of practice are and why researchers and practitioners in so many different contexts find them useful as an approach to knowing and learning. What are communities of practice? Note that this definition allows for, but does not assume, intentionality: learning can be the reason the community comes together or an incidental outcome of member’s interactions. Not everything called a community is a community of practice. The domain: A community of practice is not merely a club of friends or a network of connections between people. What do communities of practice look like? Organizations.

Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice In a new book, Cultivating Communities of Practice: A Guide to Managing Knowledge, the authors offer a practical guide to making knowledge work inside an organization. In this excerpt, the authors detail seven design principles for cultivating communities, everything from "design for evolution" to "combine familiarly and excitement." by Etienne Wenger, Richard McDermott, and William M. Snyder Seven principles for cultivating communities of practice In Silicon Valley, a community of circuit designers meets for a lively debate about the merits of two different designs developed by one of the participants. Because communities of practice are voluntary, what makes them successful over time is their ability to generate enough excitement, relevance, and value to attract and engage members. How do you design for aliveness? Design for evolution. 1. The dynamic nature of communities is key to their evolution. 2. 3. A large portion of community members are peripheral and rarely participate. 4.

.:: Tecnicas Didacticas ::. Qué es Aprendizaje Colaborativo En su sentido básico, aprendizaje colaborativo (AC) se refiere a la actividad de pequeños grupos desarrollada en el salón de clase. Aunque el AC es más que el simple trabajo en equipo por parte de los estudiantes, la idea que lo sustenta es sencilla: los alumnos forman "pequeños equipos" después de haber recibido instrucciones del profesor. El aprendizaje colaborativo es el empleo didáctico de grupos pequeños en el que los alumnos trabajan juntos para obtener los mejores resultados de aprendizaje tanto en lo individual como en los demás. El aprendizaje colaborativo no es sólo un conjunto de pasos para trabajar de manera ordenada en un grupo, mucho más que eso es una filosofía de vida, en la que los participantes tienen claro que el todo del grupo es más que la suma de sus partes. En la actualidad el uso de actividades colaborativas es una práctica muy difundida en todos los niveles educativos. Diferencias entre Cooperación y Colaboración

Introducing The Map - A Proven Process For Developing Successful Online Communities Here is a simple map for those of you whom aren't on the Pillar Summit mailing list. The Map The map is based upon the online community lifecycle. Over the past few decades the lifecycle has been developed by academics, refined by practitioners and perfected by us. There are four stages to online community development. These are inception, establishment, maturity and mitosis (there is death too, but lets skip that for now). {click for larger image} Stage 1) Inception The inception stage of the online community lifecycle begins when the organization or individual begins interacting with their target audience and ends with the community achieving a critical mass of activity. The community reaches critical mass when more than 50% of growth and activity is being generated by members (as opposed to the community manager.) The goal for the community manage at this stage is to provide the initial momentum and nurture the growth and activity until it has become self-sustaining.

What Is Communilytics? : A community analytics funnel in practice Online Communities Part Three: Growing the Community inShare00inShare This report is part of the Online Communities bundle. Downloads Online Communities Part Three: Growing the Community (827 KB PDF) About this report Online Communities Part Three: Growing the Community is the third report in a series of four that focus on digital community building. The first report in this series, Starting a Community, focused on establishing communities. The third report introduces the use of email marketing to grow and enhance your community. Dispels the myth that email marketing is deadDiscusses how email marketing is the digital glue of social mediaExplores ways in which email marketing and social media go together like Batman and Robin to help grow online communities The author, DJ Waldow, is a marketer, social community manager and frequent blog author who writes from his experience building communities for clients in a variety of industries including retail, travel & tourism, and not-for profit. Table of contents

The PLP model: Research-based professional learning A vast body of literature underlies the connected learning communities model — our three-pronged approach at Powerful Learning Practice. Here we cite the studies and literature most relevant to connected learning in the digital age and offer supporting points to help readers understand the rationale behind the PLP learning model here. We’ve grouped the findings under three headings — the three components of connected learning communities: professional learning communities (PLCs), personal learning networks (PLNs), and communities of practice (CoPs). After a brief description of each component’s characteristics, we delve into underlying theories, experience and knowledge, effectiveness for teacher professional development, anticipated growth or decline, challenges and dilemmas, and use of technology. Professional Learning Communities Theories Experience and Knowledge Effectiveness for Teacher Professional Development Anticipated Growth or Decline Challenges and Dilemmas Use of Technology

7 Must-Have Tools For The Flipped Classroom 7 Must-Have Tools For The Flipped Classroom by first appeared on The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education. It’s a continually changing strategy that evolves with technology. Innovative educators are usually on the lookout for the latest technology breakthroughs that will help them better organize and conduct flipped classrooms. The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging. Google Drive Google Drive (Docs) has many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing. YouTube Ideal for first-time flippers, YouTube offers a user-friendly, universally understood platform for taped lectures and other educational videos. Teachem The Flipped Learning Network Camtasia Studio

M.I.T. Scholar’s 1949 Essay on Machine Age Is Found Photo It was a vision that never saw the light of day. The year was 1949, and computers and robots were still largely the stuff of science fiction. Only a few farsighted thinkers imagined that they would one day become central to civilization, with consequences both liberating and potentially dire. One of those visionaries was Norbert Wiener (1894-1964), an American mathematician at the . In 1949, The New York Times invited Wiener to summarize his views about “what the ultimate machine age is likely to be,” in the words of its longtime Sunday editor, Lester Markel. Wiener accepted the invitation and wrote a draft of the article; the legendarily autocratic Markel was dissatisfied and asked him to rewrite it. In August, according to Wiener’s papers, which are on file at the M.I.T. “Could you send the first draft to me, and we’ll see whether we can combine the two into one story?” But by then Wiener was traveling in Mexico, and he responded: Consider the Abacus Mass-Produced Laborers