標(biāo)題: Titlebook: Communities of Practice; Facilitating Social Jacquie McDonald,Aileen Cater-Steel Book 2017 Springer Nature Singapore Pte Ltd. 2017 Cultura [打印本頁] 作者: Body-Mass-Index 時(shí)間: 2025-3-21 16:33
書目名稱Communities of Practice影響因子(影響力)
書目名稱Communities of Practice影響因子(影響力)學(xué)科排名
書目名稱Communities of Practice網(wǎng)絡(luò)公開度
書目名稱Communities of Practice網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Communities of Practice被引頻次
書目名稱Communities of Practice被引頻次學(xué)科排名
書目名稱Communities of Practice年度引用
書目名稱Communities of Practice年度引用學(xué)科排名
書目名稱Communities of Practice讀者反饋
書目名稱Communities of Practice讀者反饋學(xué)科排名
作者: 名義上 時(shí)間: 2025-3-21 23:27
Book 2017nities of practice (CoPs), research into their application in higher education, leadership roles and how CoPs sustain and support professional learning. Research demonstrates that communities of practice build professional and personal links both within and across faculty, student services and admin作者: LARK 時(shí)間: 2025-3-22 00:29 作者: 減弱不好 時(shí)間: 2025-3-22 08:04 作者: HARP 時(shí)間: 2025-3-22 10:16
Social Learning in Higher Education: A Clash of Cultures?ies, boundaries that divide groups with potentially common interests, the disciplinary nature of leaning norms and the potentially overwhelming nature of diversity. The chapter lists benefits of enhanced community of practice work and includes ideas for future research.作者: 我不明白 時(shí)間: 2025-3-22 14:10 作者: 我不明白 時(shí)間: 2025-3-22 18:11
Contentious Moves: Some Conclusions,partnership. Three particular examples from varied situations, including a virtual community of practice, are discussed to illustrate some of the key features of communities of practice. The chapter concludes with encouragement for higher educational institutions to champion the establishment of these communities.作者: Discrete 時(shí)間: 2025-3-22 23:40 作者: FID 時(shí)間: 2025-3-23 04:41
Solidarity and Prosocial Behaviorch as the ‘landscape of practice’, ‘structural and organizational issues’, ‘knowledgeability’, ‘competence’, and ‘engagement’ are explored as a way of discussing the key considerations that need to be taken into account when examining how CoP can support the process of ensuring that research is of relevance to the communities it seeks to serve.作者: neutralize 時(shí)間: 2025-3-23 05:56 作者: Acquired 時(shí)間: 2025-3-23 13:00 作者: 打包 時(shí)間: 2025-3-23 17:12
Using Communities of Practice to Internationalise Higher Education: Practical and Strategic Consideramples to illustrate this point. We address practical and strategic considerations and conclude by highlighting issues, proposing opportunities and identifying key messages for institutions seeking to use communities of practice to internationalise higher education.作者: gout109 時(shí)間: 2025-3-23 21:34
Enhancing the Impact of Research and Knowledge Co-production in Higher Education Through Communitiesch as the ‘landscape of practice’, ‘structural and organizational issues’, ‘knowledgeability’, ‘competence’, and ‘engagement’ are explored as a way of discussing the key considerations that need to be taken into account when examining how CoP can support the process of ensuring that research is of relevance to the communities it seeks to serve.作者: Friction 時(shí)間: 2025-3-23 22:57
Revealing the Nexus Between Distributed Leadership and Communities of Practicecial learning that occurs within the CoP. DL provides the ‘best fit’ for creating and sustaining a community of people within the CoPs and thus social learning (Green and Ruutz in Engaging communities, proceedings of the 31st HERDSA annual conference, Rotorua, pp. 163–172, .).作者: Mnemonics 時(shí)間: 2025-3-24 05:58
What Is a Community of Practice?nd share and grow their practice. This chapter develops a theoretical framework for the idea of a community of practice. It investigates the reasons why this form of social learning, as described by Bandura, is particularly relevant to the higher education sector in the light of contemporary change 作者: 符合規(guī)定 時(shí)間: 2025-3-24 07:56
Social Learning in Higher Education: A Clash of Cultures? Learning is a key outcome of higher education. Yet, my experience suggests that communities of practice are not thriving in higher education compared to some other fields and sectors. This conceptual chapter explores cultural elements that may be inhibiting the emergence, nurturing and effectivenes作者: Heretical 時(shí)間: 2025-3-24 12:35 作者: 神刊 時(shí)間: 2025-3-24 15:41
Using Communities of Practice to Internationalise Higher Education: Practical and Strategic Considers focusing on students, staff, finance and culture, which inevitably has led to questions about how HEIs can meet these varied and sometimes competing demands. This chapter asks questions about the usefulness of the concept of a community of practice in helping HEIs to meet their internationalisatio作者: Fibrillation 時(shí)間: 2025-3-24 20:13 作者: 埋葬 時(shí)間: 2025-3-24 23:55 作者: linear 時(shí)間: 2025-3-25 06:38
Facilitation of Social Learning in Teacher Education: The ‘Dimensions of Social Learning Framework’s to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL) Framework’ is built upon four dimensions including 11 indicators corresponding to these dimensions. The DSL Framework was prompted by a literature review that作者: 航海太平洋 時(shí)間: 2025-3-25 09:08 作者: 廚師 時(shí)間: 2025-3-25 15:07 作者: 眨眼 時(shí)間: 2025-3-25 18:23 作者: 責(zé)難 時(shí)間: 2025-3-25 20:39
Building a Faculty-Centric Virtual Community of Practice (vCoP) Within the Post-secondary Education post-secondary educational. The primary goals for developing a faculty-centric vCoP were to provide: on-demand, multi-modal learning opportunities for globally-distributed faculty with diverse abilities, a forum for faculty members to share their ideas and best practices, and a self-supported, sust作者: 平常 時(shí)間: 2025-3-26 02:41
Enhancing the Impact of Research and Knowledge Co-production in Higher Education Through Communitiesdissemination and impact of research, to support the academic community to engage with its stakeholders or to encourage knowledge transfer, knowledge exchange or knowledge co-production with the end users of research. This chapter focuses on how a group of researchers worked with school practitioner作者: 殺子女者 時(shí)間: 2025-3-26 05:39 作者: adulterant 時(shí)間: 2025-3-26 12:25 作者: 膽小鬼 時(shí)間: 2025-3-26 12:39 作者: Altitude 時(shí)間: 2025-3-26 19:07 作者: 無聊點(diǎn)好 時(shí)間: 2025-3-26 21:11
https://doi.org/10.1007/978-3-031-27568-5 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,作者: Diastole 時(shí)間: 2025-3-27 02:24
(Re)Solidarizing Organizations,ior 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.作者: 柔美流暢 時(shí)間: 2025-3-27 05:19
Critical Issues in Social Justiceng 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作者: Melatonin 時(shí)間: 2025-3-27 10:32
Gerben van der Vegt,Andreas Flaches of paradoxes that we have to navigate in making our CoP work—particularly the tensions between being social but intentional in our practice, and how we can disentangle the blend of participation and learning that occurs in our CoP space. We conclude by turning to the future, to consider the concep作者: 橡子 時(shí)間: 2025-3-27 15:11
Detlef Fetchenhauer,David Dunningntial component of a successful program; communication and collaboration mitigates resistance to change; and a shared vision promotes faculty involvement. We reveal complexities in relationships between faculty and administration, and show successful collaboration and organizational change can be ac作者: 使聲音降低 時(shí)間: 2025-3-27 18:26
Detlef Fetchenhauer,David Dunningntestation 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作者: arboretum 時(shí)間: 2025-3-27 23:40 作者: 去掉 時(shí)間: 2025-3-28 02:50
Migration, Human Rights, and Obligations,at 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 作者: cajole 時(shí)間: 2025-3-28 06:23
Anja Matwijkiw,Bronik Matwijkiwk model extended the concept of a Community of Practice and located it within a multiplatform digital space underpinned by the concept of ‘connectivism’. The role of the author was that of Network Concierge rather than Leader or Facilitator which enabled a distributed leadership model to evolve.作者: Narcissist 時(shí)間: 2025-3-28 12:41 作者: 貪婪地吃 時(shí)間: 2025-3-28 14:36
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,作者: Ventilator 時(shí)間: 2025-3-28 20:25
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.作者: CANDY 時(shí)間: 2025-3-29 02:42
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作者: ACRID 時(shí)間: 2025-3-29 04:00 作者: 充足 時(shí)間: 2025-3-29 10:55 作者: Frenetic 時(shí)間: 2025-3-29 15:14
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作者: organism 時(shí)間: 2025-3-29 16:42
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作者: 他一致 時(shí)間: 2025-3-29 22:51
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 作者: 填料 時(shí)間: 2025-3-30 03:40 作者: 動(dòng)脈 時(shí)間: 2025-3-30 07:46
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.作者: 特別容易碎 時(shí)間: 2025-3-30 09:56
ducation leaders, academic and professional staff with the means to establish, or reflect on existing CoPs, by sharing insights and critical reflections on their implementation strategies, practical guidelines 978-981-10-9728-7978-981-10-2879-3作者: acclimate 時(shí)間: 2025-3-30 16:07
Book 2017edia for community of practice implementation. ?The multiple perspectives provide higher education leaders, academic and professional staff with the means to establish, or reflect on existing CoPs, by sharing insights and critical reflections on their implementation strategies, practical guidelines 作者: micronized 時(shí)間: 2025-3-30 17:11 作者: 廚師 時(shí)間: 2025-3-31 00:27 作者: abreast 時(shí)間: 2025-3-31 03:38
Contentious Moves: Some Conclusions,nd share and grow their practice. This chapter develops a theoretical framework for the idea of a community of practice. It investigates the reasons why this form of social learning, as described by Bandura, is particularly relevant to the higher education sector in the light of contemporary change 作者: 改革運(yùn)動(dòng) 時(shí)間: 2025-3-31 09:06
https://doi.org/10.1007/978-3-319-71752-4 Learning is a key outcome of higher education. Yet, my experience suggests that communities of practice are not thriving in higher education compared to some other fields and sectors. This conceptual chapter explores cultural elements that may be inhibiting the emergence, nurturing and effectivenes作者: Alcove 時(shí)間: 2025-3-31 10:27 作者: 諷刺 時(shí)間: 2025-3-31 15:12
https://doi.org/10.1057/9780230120136s focusing on students, staff, finance and culture, which inevitably has led to questions about how HEIs can meet these varied and sometimes competing demands. This chapter asks questions about the usefulness of the concept of a community of practice in helping HEIs to meet their internationalisatio作者: 破裂 時(shí)間: 2025-3-31 18:20
https://doi.org/10.1007/978-3-031-27568-5ents and Education). The purpose of the CoPI is to provide collaborative professional learning opportunities for staff around priority and special interest areas in learning and teaching. Importantly, the CoPI is supported with strategic funding, allocated to promote the development of emergent, evo作者: 影響深遠(yuǎn) 時(shí)間: 2025-3-31 23:03 作者: tolerance 時(shí)間: 2025-4-1 04:00
Critical Issues in Social Justices to explore social learning within (prospective) teacher groups. The applied framework that we call the ‘Dimensions of Social Learning (DSL) Framework’ is built upon four dimensions including 11 indicators corresponding to these dimensions. The DSL Framework was prompted by a literature review that作者: 有特色 時(shí)間: 2025-4-1 07:46 作者: Outmoded 時(shí)間: 2025-4-1 13:21
Detlef Fetchenhauer,David Dunningctice (CoP) theory which can work in any discipline. It is an engaging story for readers in higher education about an academic CoP from the coalface; academics who are dealing with real problems and issues. The narrative includes practical examples and critical reflection by educators directly engag
