Titlebook: Communities of Practice; Facilitating Social Jacquie McDonald,Aileen Cater-Steel Book 2017 Springer Nature Singapore Pte Ltd. 2017 Cultura

贪婪地吃

Delivering Institutional Priorities in Learning and Teaching Through a Social Learning Model: Embedd increased the number of staff actively participating in learning and teaching scholarship. The CoPI is recognised by staff to provide collegial learning opportunities and space to engage with colleagues from other parts of the University with similar interests. This chapter outlines the background,

Ventilator

Creating and Facilitating Communities of Practice in Higher Education: Theory to Practice in a Regioior leadership/management of the university to ensure the sustainability of CoPs. Finally, and based on our extensive experience as drivers of CoPs within regional universities, we share our . to creating and facilitating CoPs within a higher education setting.

CANDY

Facilitation of Social Learning in Teacher Education: The ‘Dimensions of Social Learning Framework’ng group’s social configuration. The case study suggests that the framework appears fruitful for assessing the social configuration of teacher learning groups. Moreover, the resulting image allows teachers to analyse whether their group’s configuration fits its learning goals, or whether adjustments

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充足

Frenetic

Reflections on the Emergence and Evolution of a Scholarship of Teaching and Learning Community of Prntestation of dominant university culture and values, and perceptions that teaching and SoTL are undervalued within the university setting. Individual and collective experiences of exclusion and othering prompted a movement of defiance, fostering the development of a CoP which, over the first 3 year

organism

Building a Faculty-Centric Virtual Community of Practice (vCoP) Within the Post-secondary Education ments outlined by Dubé (Interdiscip J Inf Knowl Manag 1(1):69–93, .), this study extends the understanding of effective vCoP implementations. In an ever-expanding realm of instruction and the digitization of instruction within post-secondary education, a supportive Community of Practice is deemed cr

他一致

Mediating Role of Leadership in the Development of Communities of Practiceat operate without hierarchies or leadership structure. However, the current CoP literature suggests the mediating role of leadership over the capacity of members to produce problem-solving and innovation. A revised CoP structure in which leadership appears a mediating influence for CoP development

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The Road Less Travelled: A Conversation Between Four Communities of Practice Facilitators About Theiovided the facilitators with opportunities to form new networks and friendships; the self-identified skills and capacities each facilitator developed through the role; and the professional pathways and outcomes for each facilitator following the conclusion of the role.