Date post: | 13-Sep-2014 |
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Education |
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Annalisa Manca - @annalisamancaEducational Technologist and PhD studentSchool of Medicine
Alisdair Smithies - @alismithiesSenior Learning Technologist and PhD studentSchool of Medicine
Natalie Lafferty- @nlaffertyDirector Technology in Learning at the College of Medicine, Dentistry & Nursing
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• Become familiar with Wenger’s Communities of Practice theory• Integrate CoP theory with educational practice• Use CoP theory in own academic practice to develop collaborative
approaches to curriculum delivery• Facilitate reflection about social learning/group dynamics in the
medical education workplace• Identify and reflect on the dialogical aspects of learning and
knowledge construction
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5 min – Use the table we provided to list the groups you belong to.• Why are you part of these groups?• Do you think they are Communities of Practice?
5 min – Discuss in pairs what are the characteristics of the groups you belong to.
Feed-back and discussion(10 min)
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Jean Lave Etienne Wenger
“Term CoP was coined to refer to the community that acts as a living curriculum for the apprentice”
Apprenticeship as a learning model
Complex set of social relationships through which learning takes place
1) We are social beings
2) Knowledge is a matter of competences with
respect to valued enterprises
3) The act of knowing is a matter of
participating in the pursuit of these
enterprises – engagement
4) Learning produces meaning – while
experiencing and engaging with the world
Wenger, 1998
http://www.sambradd.com/facilitation-resources-communities-of-practice/
Wenger, 2012
Community
Practice
Domain ofinterest
common enterprise, accountability, shared competence, commitment, collective learning
joint activities, discussion, information sharing, mutual interaction, social learning, engagement
developed together through activitiesrepertoire of resources (experiences, tools, artefacts, concepts…)
http://w
enger-trayner.com/w
p-content/uploads/2012/01/06-Brief-introduction-to-comm
unities-of-practice.pdf
Old-timers
Maturepractice
Newcomers
toThrough:- Engagement- Interaction- Collaboration- learning of
knowledgeable skills
Periphery
Social Practice
FullParticipation
SituatedLearning
Boundary(flexible, dynamic)
LEGITIMATE PERIPHERAL PARTICIPATION (LPP)
participation
learning
practice
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Next wave in Medical Education
No space for fragmentation
Collaborate internally AND externally
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Students Teachers
Support staff
• Communication• Understanding
Common domain of interest:
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Medical education is a profession in its own right, overseen by specialist educators and medical educators.There should therefore be faculty development programmes that promote the development of communities of practice – professional medical educators, administrators, researchers and educational leaders.
McLean at al. 2008
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AIMS
• sharing• engagement• collaboration• drive change• innovation• peer support
flow of social intellectual
capital
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“Cultivating CoP in strategic areas is a practical way to manage knowledge as an asset, just as systematically as companies manage other critical assets”
Wenger et al. 2002 p6
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Domain of knowledge
Community of people
Shared practice
• topic the community focuses on
• motivation to participate• importance of boundaries
• social fabric for learning• feeling of belonging / trust• partnership
• knowledge developed by the community (tools, information, language, documents…)
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Domain of knowledge
Community of people
Shared practice
• topic the community focuses on
• motivation to participate• importance of boundaries
• social fabric for learning• feeling of belonging / trust• partnership
• knowledge developed by the community (tools, information, language, documents…)
affiliation with the School
- responsibility for curriculum delivery- accountability for teaching excellence
healthcare education
staff & students
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connection of local pockets of expertise
diagnosis and addressing of
recurring problems
analysis of the knowledge-related
sources of low performance
linking activities addressing a similar
domain
short-term
long-term
tangibleintangible
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1. IDENTIFY COMMUNITY
2. DEVELOP RELATIONSHIPS
(and support team)
3. DEVELOP SHARED PRACTICE
4. ACT AS A COMMUNITY
5. DEVELOP THE DOMAIN
trust
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“Communities of practice need to invite the interaction that makes them alive… relationship building is nurtured through informal communications and meeting”
(Wenger et al. 2002)
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• various themes• expand connections• reflect on experience• critical analysis
Improving individual involvement
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• task-oriented• project-managed by key individual/s• discusses at meetings or workshops• “learning by doing”
Improving the connectivity
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• inter-professional• promote socialisation• development of academic medical faculty (Steinert 2010)
Improving the communality
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Enhancing social relations
• trigger reflection• learn about others’ work• provide constructive feedback
Oldtimers & newcomers Multimembership
HistoriesTrajectories
Key individuals
HierarchiesLeadership
CommunicationPower
Legitimacy
Support technologiesSpaces
“walk the hall”Joint enterprise
TrustSupportMutual
engagementOutcomes
Individuals
Other Network
Infrastructure
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ACTIVITY – 10 min
Cultivating a CoP in your own workplace...
• Discuss in your groups• Fill your personal sheet
Cambridge, D., Kaplan, S. & Suter, V. (2005) Community of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education [Available from: http://net.educause.edu/ir/library/pdf/nli0531.pdf]
Corso, M. & Giacobbe, A. (no date) Building Communities of Practice that work: a case study based research. [Available from: http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/oklc6/papers/corso__giacobbe.pdf]
Lave, J. and Wenger, E. (1999) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
McLean, M., Cilliers, F., Van Wyk, J.M. (2008) AMEE GUIDE NO 36. Faculty development: Yesterday, today and tomorrow. Medical Teacher 30: 555–584.
Steinert, Y. (2010) Faculty Development: From Workshops to Communities of Practice. Medical Teacher 32: 425-428.
Vygotsky L.S. (1978) Mind in society, Harvard University Press, Cambridge.
Wenger, E. and McDermott, R. and Snyder, W. (2002) Cultivating communities of practice: a guide to managing knowledge. Cambridge, Mass.: Harvard Business School Press.
Interactions in the practices of medical
education
Ali Smithies
Cultivating a successful community of practice (Wenger et al, 2002)
• Design the community to evolve naturally• Create opportunities for open dialog within and with
outside perspectives• Welcome and allow different levels of participation• Develop both public and private community spaces• Focus on the value of the community• Combine familiarity and excitement• Find and nurture a regular rhythm for the community
What are ‘tools’?
• Frameworks• Methods and approaches• Support systems• Technology systems
Moving beyond content delivery
• Content delivery is a large part of what we do…• How do we develop that content though?
• Underpinned by curriculum and framework requirements
• Shared processes of development and delivery
• Coordination of activities of the educator community
• Social interaction requires social tools…• Knowledge management in medical education is complex• Membership of multiple learning, teaching and
assessment communities
Discussion: Tools to support your community
What tools do you have to support the activities of the communities you participate in?
How do these tools help us to develop and share innovative practice?
CoPs Beyond Institutional Walls
CoPs in the workplaceSituated learning
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Technology providing new affordances Supporting change
Connectivity supporting accessibility, collaboration & community
https://flic.kr/p/3Jsir
“Using Web 2.0 technologies leads to a new sense of communities of interest and networks and also a clear notion of boundaries in web space - for example personal space, group space and publishing space.” JISC 2009
Social media supports connections … Networks & Communities
http://www.flickr.com/photos/oceanflynn/6638184545/
blogs
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Learning conversations in virtual corridors and halls
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#gasclass – addressing challenges in the modern workplace
http://gasclass.wordpress.com/
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Online Communities of PracticeSpanning international borders
My journey with online CoPs
https://flic.kr/p/2LRC8
@nlafferty
Learning, Discovery & Sharing
Discovered online communitiesInterprofessional learning - HASHTAGS
https://flic.kr/p/dwsCeF
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Dipped my toe in the water ... was a lurker but now active
Anne Marie Cunningham Twitter - @amcunninghamUniversity of Cardiff
Natalie Lafferty Twitter - @nlaffertyUniversity of Dundee
FREE OPEN ACCESS MEDUCATION
Supported by Social Media & Web 2.0
The network aspect refers to the set of relationships, personal interactions, and connections among participants, viewed as a set of nodes and links, with its affordances for information flows and helpful linkages.
http://wenger-trayner.com/resources/communities-versus-networks/
The community aspect refers to the development of a shared identity around a topic that represents a collective intention – however tacit and distributed – to steward a domain of knowledge and to sustain learning about it
https://flic.kr/p/857z3U
Online CoPS growing from grass roots – self-organised
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Step in and explore learning opportunities
RESTRICTIONS
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CoPS as a concept evolving:In a collective there is no sense of core or centre. People arefree to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, or need.
Thomas and Seely Brown
Are you part of a community – related to your work and/ or academic interests - that sits outside the walls of your university?
How does it help your CPD and lifewide learning?
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@nlafferty
@annalisamanca
@alismithies