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24 Articles match "CoP","Learning Communities"
The Latest from the Communities and Networks Connection Community
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Monday, March 15, 2010
Cognitive Edge: Communities of Practice : I was an observer in a debate recently on the question of whether a community of practice had to be self-organising, or if it could be directed. My own view is that communities can evolve, but cannot be designed top down. So begins one of my favorite education writers although I think he might be more appropriately thought of as a learning advocate. Textual Gastronomy TEX2ALL Home About November 26, 2006 The Dangers of “Retrospective Coherence” In my last post I left the reader in a bind–what are we supposed to do in the face of an unresponsive hierarchy?
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Tuesday, August 4, 2009
Online Community
My first real step into what we now call social media was logging on to Howard Rheingold’s “ Electric Minds ” online community in November 1996. didn’t know what an online community was, even though I have been steeped in community work all my life. Of Bodhi in Chicago (who has since passed on) who took This afternoon I’m spending a half hour on a Skype video conversation to share a bit of how I use social media. I
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Wednesday, May 20, 2009
Community of practice From EduTech Wiki Jump to: navigation , search This article or section is incomplete and its contents need further attention. Use your judgment! Contents 1 Definitions 2 Supporting a COP through virtual environments 3 Communities of practice, formal learning and education 4 Components of a social learning system 4.1 Communities of practice 4.2 Boundaries 4.3 Identities 5 Building a social learning system 5.1 Community building 5.2 Exploring boundaries
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The Best from the Communities and Networks Connection Community
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Saturday, September 20, 2008
focused on CoPs in a learning context –> From: Darren Sidnick’s Learning & Technology: Community - because without people, you just have a pile of content. Community - because without people, you just have a pile of content. This is the third post surfacing a bit more about Community, Domain and Practice mentioned in the series on communities Here is the third in a series of guest blogs I did for Darren Sidnick, reblogged here with his blessing!) Or worse… nothing!
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Friday, September 12, 2008
This is a reblog of a guest blog post I did on Darren Sidnick’s Learning & Technology Blog: What the heck is a Domain and why should I care? (CoP CoP with Nancy White) . In the first in our series on communities of practice, (CoPs) I briefly mentioned Community, Domain and Practice. I’m republishing them here with Darren’s blessing! Part 1 is here.
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Monday, March 17, 2008
Tomorrow I'm going to present the difference between the theories of communities of practice and action learning (and between the communities themselves and action-reflection groups). CoP = community of practice, AL = Action Learning). Any input welcome! Characteristic CoP AL Is A theory, little information on methods A methodology, less I haven't found any materials comparing the two, so I had to do some brainwork for myself.
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Tuesday, March 10, 2009
Community Leadership in Learning - bees, mentors, coaches, experts and friends
When we dream of community learning, we often have this idyllic fantasy that they justwork. But when we open our eyes and think of the wasteland of fossilized or never-really-happened learning communities, of the dead web discussion forums, reality hits. This is the sixth in a series of blog posts I wrote for Darren Sidnick . I
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Thursday, March 19, 2009
This is the nineth in a series of blog posts I wrote for Darren Sidnick late last year in the context of communities of practice as part of online learning initiatives. Community Heartbeats - when synchronous interactions matter
Online community learning is great in that it provides us the opportunity to learn anytime,and anywhere we have connectivity. I am finally getting the rest of the series up.
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Tuesday, March 17, 2009
am finally getting the rest of the series up. Part 1 , part 2 , part 3, , part 4, part 5 , part 6 , and part 7 are all here on the blog.
We have talked throughout this series on communities of practice about “content.” Books, papers, self-paced learning modules, resources, learner discussions, reflective logs/blogs, images, audio, video. This is the eighth in a series of blog posts I wrote for Darren Sidnick late last year. I
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Tuesday, March 24, 2009
This is the 10th and last in a series of blog posts I wrote for Darren Sidnick about communities of practice in an elearning context late last year. Personal publishing - while easier today with blogs and wikis - has been around since the early nineties, giving voice to people in new ways that ranged wider than their geographic communities, creating learning connections that span the globe. Community influences I am finally getting the rest of the series up. Part 1 , part 2 , part 3, , part 4, part 5 , part 6 , part 7,
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Thursday, March 12, 2009
In the last post in this series we talked about some of the roles that support successful learning communities and CoPs (Communities of Practice). But when we think of these roles in the context of organizations like the e-learning provider UFI Learndirect (for whom this series was originally written), whose strength is providing learning services at a massive scale, some natural tensions are going to emerge. This is the seventh in a series of blog posts I wrote for Darren Sidnick . I
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Tuesday, January 27, 2009
For a good number of years Communities (of Practice, of Interest, of Purpose, etc. For a good number of years, while working as a community builder for various different business units , I have been saying that the major driver of the adoption of social software within the Enterprise are actually communities themselves. Nowadays, it looks like things are finally changing and communities are back into the game, and therefore social software is bound to succeed within the corporate etc.) inside of the corporate world weren’t viewed as important and crucial
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Friday, June 13, 2008
A “learning community” (defined for now as a group with both individual learning and the creation of group knowledge as goals) that has been together a long time has a history and has progressed in developing ideas and practices of group interaction. New members could be brought more rapidly up-to-speed in an established group if that group has taken time to make the history explicit and help new members to become familiar with it (either explicitly, as in mentoring or training, or by preparing representations of the knowledge and practices–essentially a learning curriculum).
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