Dissolving Boundaries;Building Communities of Practice

R Austin, N Quirke-Bolt, A Rickard, N Metcalfe, Marie Mallon

Research output: Book/ReportCommissioned report

Abstract

In previous years the focus of research reports addressed: the potential of the programme to enhance and transform teaching and learning (Dissolving Boundaries – supporting transformation in the classroom, 2004); the impact of the programme on pupils and on learning of sustained, inter-school topic work using ICT (The Global Classroom: collaboration and cultural awareness in the north and south of Ireland, 2003); how and to what extent the programme facilitated cultural awareness, integrated ICT into the curriculum and contributed towards teachers’ professional development (Dissolving Boundaries in the North and south of Ireland: cross-national co-operation through ICT in Education, 2002). These published research reports can be viewed on the Dissolving Boundaries web site (http://dissolvingboundaries.org).This year the focus of the research was to investigate the learning histories, project work practices and methods of communication that are used by the teachers and pupils and explore how the participants learned from the programme. We also investigated the influence of the Dissolving Boundaries programme within the school and explored the concepts of community knowledge and communities of practice.
LanguageEnglish
Number of pages1
Publication statusPublished - 2006

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community
Ireland
pupil
cultural program
learning
classroom
teacher
school
curriculum
communication
Teaching
history
education

Keywords

  • communities of practice
  • teachers
  • Northern Ireland
  • Republic of Ireland

Cite this

Austin, R., Quirke-Bolt, N., Rickard, A., Metcalfe, N., & Mallon, M. (2006). Dissolving Boundaries;Building Communities of Practice.
Austin, R ; Quirke-Bolt, N ; Rickard, A ; Metcalfe, N ; Mallon, Marie. / Dissolving Boundaries;Building Communities of Practice. 2006. 1 p.
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abstract = "In previous years the focus of research reports addressed: the potential of the programme to enhance and transform teaching and learning (Dissolving Boundaries – supporting transformation in the classroom, 2004); the impact of the programme on pupils and on learning of sustained, inter-school topic work using ICT (The Global Classroom: collaboration and cultural awareness in the north and south of Ireland, 2003); how and to what extent the programme facilitated cultural awareness, integrated ICT into the curriculum and contributed towards teachers’ professional development (Dissolving Boundaries in the North and south of Ireland: cross-national co-operation through ICT in Education, 2002). These published research reports can be viewed on the Dissolving Boundaries web site (http://dissolvingboundaries.org).This year the focus of the research was to investigate the learning histories, project work practices and methods of communication that are used by the teachers and pupils and explore how the participants learned from the programme. We also investigated the influence of the Dissolving Boundaries programme within the school and explored the concepts of community knowledge and communities of practice.",
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author = "R Austin and N Quirke-Bolt and A Rickard and N Metcalfe and Marie Mallon",
note = "Reference text: Austin, R., Abbott, L., Mulkeen, A. & Metcalfe, N. (2002). Dissolving Boundaries in the North and South of Ireland: cross-national co-operation through ICT in Education. Bangor: Department of Education and Dublin: Department of Education and Science. Beller, M. and Or, E. (1998). The Crossroads between Lifelong Learning and Information Technology: A Challenge Facing Leading universities. Journal of Computer Mediated Communication, 4(2), 7-11. Council and the European Commission (2000). eEurope 2002, An Information Society for all, Action Plan. Department of Education for Northern Ireland (2004). Planning Structure for the Strategic Framework. http://www.deni.ac.uk Gheradi, S., and Nicolini, D. (2000). The organizational learning of safety in communities of practice. Journal of Management Inquiry, 9 (1). Huberman, B., and Hogg, T. (1994). Communities of Practice: Performance and Evolution. Xerox Palo Alto research Center, CA. Johnson, C. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4 (45-60). Kretzman, and McKnight. (1993). Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. ACTA Publications. Lave, J. (1988). Cognition in practice. Cambridge University Press, Cambridge, U.K. Milligan, C. (1999). The role of VLEs in online delivery of staff development. JATP Report 573, http://www.icbl.hw.ac.uk/jatp-573. National Council for Curriculum Assessment (NCCA), (2004). Framework for ICT in Curriculum and Assessment. http://www.ncca.ie O.E.C.D., (2001). Schooling for Tomorrow: What Schools for the Future? OECD Publishing. Orey, M.A., and Nelson, W. A. (1997). The impact of situated cognition: Instructional design paradigms in transition in Dill, C. R. and Romiszowski, A. J. (eds) Instructional Design Paradigms Educational Technology Publications, Englewood Cliffs, NJ, USA. Palloff, R., and Pratt, K. (1999). Building learning communities in cyberspace: effective strategies for the online classroom. San Francisco: Jossey-Bass. Panitz, T. (1996). A Definition of Collaborative vs Cooperative Learning. http://www.lgu.ac.uk/deliberations/collab.learning/panitz2.html Piaget, J. (1928). Judgment and reasoning in the child. London: Routledge & Kegan Paul. Rogers, J. (2000). Communities of practice: a framework for fostering coherence in virtual learning communities. Educational Technology and Society, 3 (3). Stein, D, (1998). Situated learning in adult education. http://ericacve.org/docs/situated195.htm Squire, K., and Johnson, C. (2000). Supporting distributed communities of practice with interactive television. Educational Technology Research and Development, 48 (1). Slavin, R. (1990). Cooperative learning: theory, research and practice. Englewood Cliffs: Prentice Hall. Walls, J. (1994). Global networking for local development. MIT Press, Cambridge, MA. Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York.",
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Austin, R, Quirke-Bolt, N, Rickard, A, Metcalfe, N & Mallon, M 2006, Dissolving Boundaries;Building Communities of Practice.

Dissolving Boundaries;Building Communities of Practice. / Austin, R; Quirke-Bolt, N; Rickard, A; Metcalfe, N; Mallon, Marie.

2006. 1 p.

Research output: Book/ReportCommissioned report

TY - BOOK

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AU - Austin, R

AU - Quirke-Bolt, N

AU - Rickard, A

AU - Metcalfe, N

AU - Mallon, Marie

N1 - Reference text: Austin, R., Abbott, L., Mulkeen, A. & Metcalfe, N. (2002). Dissolving Boundaries in the North and South of Ireland: cross-national co-operation through ICT in Education. Bangor: Department of Education and Dublin: Department of Education and Science. Beller, M. and Or, E. (1998). The Crossroads between Lifelong Learning and Information Technology: A Challenge Facing Leading universities. Journal of Computer Mediated Communication, 4(2), 7-11. Council and the European Commission (2000). eEurope 2002, An Information Society for all, Action Plan. Department of Education for Northern Ireland (2004). Planning Structure for the Strategic Framework. http://www.deni.ac.uk Gheradi, S., and Nicolini, D. (2000). The organizational learning of safety in communities of practice. Journal of Management Inquiry, 9 (1). Huberman, B., and Hogg, T. (1994). Communities of Practice: Performance and Evolution. Xerox Palo Alto research Center, CA. Johnson, C. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4 (45-60). Kretzman, and McKnight. (1993). Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community’s Assets. ACTA Publications. Lave, J. (1988). Cognition in practice. Cambridge University Press, Cambridge, U.K. Milligan, C. (1999). The role of VLEs in online delivery of staff development. JATP Report 573, http://www.icbl.hw.ac.uk/jatp-573. National Council for Curriculum Assessment (NCCA), (2004). Framework for ICT in Curriculum and Assessment. http://www.ncca.ie O.E.C.D., (2001). Schooling for Tomorrow: What Schools for the Future? OECD Publishing. Orey, M.A., and Nelson, W. A. (1997). The impact of situated cognition: Instructional design paradigms in transition in Dill, C. R. and Romiszowski, A. J. (eds) Instructional Design Paradigms Educational Technology Publications, Englewood Cliffs, NJ, USA. Palloff, R., and Pratt, K. (1999). Building learning communities in cyberspace: effective strategies for the online classroom. San Francisco: Jossey-Bass. Panitz, T. (1996). A Definition of Collaborative vs Cooperative Learning. http://www.lgu.ac.uk/deliberations/collab.learning/panitz2.html Piaget, J. (1928). Judgment and reasoning in the child. London: Routledge & Kegan Paul. Rogers, J. (2000). Communities of practice: a framework for fostering coherence in virtual learning communities. Educational Technology and Society, 3 (3). Stein, D, (1998). Situated learning in adult education. http://ericacve.org/docs/situated195.htm Squire, K., and Johnson, C. (2000). Supporting distributed communities of practice with interactive television. Educational Technology Research and Development, 48 (1). Slavin, R. (1990). Cooperative learning: theory, research and practice. Englewood Cliffs: Prentice Hall. Walls, J. (1994). Global networking for local development. MIT Press, Cambridge, MA. Wenger, E. (1998). Communities of practice: learning, meaning and identity. New York.

PY - 2006

Y1 - 2006

N2 - In previous years the focus of research reports addressed: the potential of the programme to enhance and transform teaching and learning (Dissolving Boundaries – supporting transformation in the classroom, 2004); the impact of the programme on pupils and on learning of sustained, inter-school topic work using ICT (The Global Classroom: collaboration and cultural awareness in the north and south of Ireland, 2003); how and to what extent the programme facilitated cultural awareness, integrated ICT into the curriculum and contributed towards teachers’ professional development (Dissolving Boundaries in the North and south of Ireland: cross-national co-operation through ICT in Education, 2002). These published research reports can be viewed on the Dissolving Boundaries web site (http://dissolvingboundaries.org).This year the focus of the research was to investigate the learning histories, project work practices and methods of communication that are used by the teachers and pupils and explore how the participants learned from the programme. We also investigated the influence of the Dissolving Boundaries programme within the school and explored the concepts of community knowledge and communities of practice.

AB - In previous years the focus of research reports addressed: the potential of the programme to enhance and transform teaching and learning (Dissolving Boundaries – supporting transformation in the classroom, 2004); the impact of the programme on pupils and on learning of sustained, inter-school topic work using ICT (The Global Classroom: collaboration and cultural awareness in the north and south of Ireland, 2003); how and to what extent the programme facilitated cultural awareness, integrated ICT into the curriculum and contributed towards teachers’ professional development (Dissolving Boundaries in the North and south of Ireland: cross-national co-operation through ICT in Education, 2002). These published research reports can be viewed on the Dissolving Boundaries web site (http://dissolvingboundaries.org).This year the focus of the research was to investigate the learning histories, project work practices and methods of communication that are used by the teachers and pupils and explore how the participants learned from the programme. We also investigated the influence of the Dissolving Boundaries programme within the school and explored the concepts of community knowledge and communities of practice.

KW - communities of practice

KW - teachers

KW - Northern Ireland

KW - Republic of Ireland

M3 - Commissioned report

BT - Dissolving Boundaries;Building Communities of Practice

ER -

Austin R, Quirke-Bolt N, Rickard A, Metcalfe N, Mallon M. Dissolving Boundaries;Building Communities of Practice. 2006. 1 p.