Abstract

The concept of sharing practice and knowledge through the development of effective Communities of Practice (CoP) is gaining ground in the HE arena, focusing on the ability of a community to “cultivate organisational knowledge” (Puspitasari and Numao, 2012: no page cited). In the last number of years, such an informal community has evolved in the Ulster Business School, in relation to the uptake and adoption of technology facilitated learning (TFL). This project seeks to galvanise that progress and further develop the community for the benefit of staff and students alike. This project aims to share elements of good practice between colleagues and to encourage the wider embedding of such across courses through the development of a more formal CoP, building on the existing informal activity. Treleaven et al note specifically the role of CoPs in disseminating innovative HE approaches in their ability to “seed activities” (2012: 747). It is intended that this will be achieved through the development of case studies, guides and wikis and through the mentoring of staff.
LanguageEnglish
Title of host publicationUnknown Host Publication
Number of pages0
Publication statusPublished - 2014
EventAssociation of Business Schools (ABS) Annual Learning & Teaching Conference - University of Aston, Birmingham
Duration: 1 Jan 2014 → …

Conference

ConferenceAssociation of Business Schools (ABS) Annual Learning & Teaching Conference
Period1/01/14 → …

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Cite this

@inproceedings{f7324e1de4f6478e9f33904d31f30397,
title = "Communities of Practice and Technology Facilitated Learning: An Ulster Business School Project",
abstract = "The concept of sharing practice and knowledge through the development of effective Communities of Practice (CoP) is gaining ground in the HE arena, focusing on the ability of a community to “cultivate organisational knowledge” (Puspitasari and Numao, 2012: no page cited). In the last number of years, such an informal community has evolved in the Ulster Business School, in relation to the uptake and adoption of technology facilitated learning (TFL). This project seeks to galvanise that progress and further develop the community for the benefit of staff and students alike. This project aims to share elements of good practice between colleagues and to encourage the wider embedding of such across courses through the development of a more formal CoP, building on the existing informal activity. Treleaven et al note specifically the role of CoPs in disseminating innovative HE approaches in their ability to “seed activities” (2012: 747). It is intended that this will be achieved through the development of case studies, guides and wikis and through the mentoring of staff.",
author = "Clare Carruthers and Heather Farley and Chris McLean and Una McMahon-Beattie and Steve McPeake and Claire Scott-McAteer and Ronnie Patton and Christine Wightman",
note = "Reference text: Ellwood, J. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. McDermott, R. (1999) Nurturing three dimensional communities of practice: How to get the most out of human networks. Knowledge Management Review. Fall Edition. McDermott, R. (2000) Knowing in community: Ten critical success factors in building communities of practice, available from: http://www.co-i-l.com/coil/iknowledge. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by university teachers. The Journal of Distance Education. 16 (1), 70-84. Price, M. (2005) Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education. 30 (3), 215-230. Puspitasari , I. and Numao, M. (2012) The framework of evolutionary community of practice. Knowledge Co-Creation. 2, no pages cited. Swan, J. Scarbrough, H. and Robertson, M. (2002) The construction of communities of practice in the management of innovation. Management Learning. 33 (4), 477-496. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767. Tremblay, D. (2007). Communities of Practice (CoP): Implementation challenges of e-working. The Journal of E-working. 1 (April), 69-82. Wenger, E. (2000) Communities of Practice: Learning, meaning and identity. Boston: Harvard Business School Press. Wenger, E. (2000) Communities of Practice and social learning systems. Organisation,7 (2), 225-246. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767.",
year = "2014",
language = "English",
booktitle = "Unknown Host Publication",

}

Carruthers, C, Farley, H, McLean, C, McMahon-Beattie, U, McPeake, S, Scott-McAteer, C, Patton, R & Wightman, C 2014, Communities of Practice and Technology Facilitated Learning: An Ulster Business School Project. in Unknown Host Publication. Association of Business Schools (ABS) Annual Learning & Teaching Conference, 1/01/14.

TY - GEN

T1 - Communities of Practice and Technology Facilitated Learning: An Ulster Business School Project

AU - Carruthers, Clare

AU - Farley, Heather

AU - McLean, Chris

AU - McMahon-Beattie, Una

AU - McPeake, Steve

AU - Scott-McAteer, Claire

AU - Patton, Ronnie

AU - Wightman, Christine

N1 - Reference text: Ellwood, J. (2002) Creating communities of shared practice: the challenges of assessment use in learning and teaching. Assessment and Evaluation in Higher Education. 27 (3), 243-256. McDermott, R. (1999) Nurturing three dimensional communities of practice: How to get the most out of human networks. Knowledge Management Review. Fall Edition. McDermott, R. (2000) Knowing in community: Ten critical success factors in building communities of practice, available from: http://www.co-i-l.com/coil/iknowledge. Nugent, J. S., Reardon, R. M., Smith, F. G., Rhodes, J. A., Zander, M. J. and Carter, T. J. (2008) Exploring faculty learning communities: Building connections among teaching, learning and technology. International Journal of Teaching and Learning in Higher Education. 20 (1), 51-58. Pajo, K. and Wallace, C. (2001) Barriers to the uptake of web based technology by university teachers. The Journal of Distance Education. 16 (1), 70-84. Price, M. (2005) Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education. 30 (3), 215-230. Puspitasari , I. and Numao, M. (2012) The framework of evolutionary community of practice. Knowledge Co-Creation. 2, no pages cited. Swan, J. Scarbrough, H. and Robertson, M. (2002) The construction of communities of practice in the management of innovation. Management Learning. 33 (4), 477-496. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767. Tremblay, D. (2007). Communities of Practice (CoP): Implementation challenges of e-working. The Journal of E-working. 1 (April), 69-82. Wenger, E. (2000) Communities of Practice: Learning, meaning and identity. Boston: Harvard Business School Press. Wenger, E. (2000) Communities of Practice and social learning systems. Organisation,7 (2), 225-246. Wenger, E. and Snyder, M. (2000) Communities of Practice – The organisational frontier. Harvard Business Review, 78 (10), 139-145. Wenger, E., McDermott, R. and Snyder, M. (2002) Cultivating communities of practice: a guide to managing knowledge. Boston: Harvard Business School Press. Treleaven, L. (2012) A dissemination methodology for learning and teaching developments through engaging and embedding. Studies in Higher Education, 37 (6), 747-767.

PY - 2014

Y1 - 2014

N2 - The concept of sharing practice and knowledge through the development of effective Communities of Practice (CoP) is gaining ground in the HE arena, focusing on the ability of a community to “cultivate organisational knowledge” (Puspitasari and Numao, 2012: no page cited). In the last number of years, such an informal community has evolved in the Ulster Business School, in relation to the uptake and adoption of technology facilitated learning (TFL). This project seeks to galvanise that progress and further develop the community for the benefit of staff and students alike. This project aims to share elements of good practice between colleagues and to encourage the wider embedding of such across courses through the development of a more formal CoP, building on the existing informal activity. Treleaven et al note specifically the role of CoPs in disseminating innovative HE approaches in their ability to “seed activities” (2012: 747). It is intended that this will be achieved through the development of case studies, guides and wikis and through the mentoring of staff.

AB - The concept of sharing practice and knowledge through the development of effective Communities of Practice (CoP) is gaining ground in the HE arena, focusing on the ability of a community to “cultivate organisational knowledge” (Puspitasari and Numao, 2012: no page cited). In the last number of years, such an informal community has evolved in the Ulster Business School, in relation to the uptake and adoption of technology facilitated learning (TFL). This project seeks to galvanise that progress and further develop the community for the benefit of staff and students alike. This project aims to share elements of good practice between colleagues and to encourage the wider embedding of such across courses through the development of a more formal CoP, building on the existing informal activity. Treleaven et al note specifically the role of CoPs in disseminating innovative HE approaches in their ability to “seed activities” (2012: 747). It is intended that this will be achieved through the development of case studies, guides and wikis and through the mentoring of staff.

M3 - Conference contribution

BT - Unknown Host Publication

ER -