The idea that learning involves a deepening process of participation in a community of practice has gained significant ground in recent years. Communities of practice have also become an important focus within organizational development and have considerable value when thinking about working with groups. In this article we outline the theory and practice of such communities, and examine some of issues and questions for informal educators and those concerned with lifelong learning.
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TEAM MEMBERS:
Mark Smith
resourceresearchProfessional Development, Conferences, and Networks
This book was used as a part of the CAISE Convening on Organizational Networks, November 2011. It describes how to contextualize and strategically build communities of practice.
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TEAM MEMBERS:
Hubert Saint-GeorgeDebra Wallace
resourceresearchProfessional Development, Conferences, and Networks
Companies have increasingly shifted from innovation initiatives that are centered on internal resources to those that are centered on external networks (said another way, a shift from firm-centric innovation to network-centric innovation). In this paper, we combine insights from product development and network theory with evidence from an extensive field study to describe the nature of a hub firm’s orchestration processes in network-centric innovation. Our analysis indicates that network orchestration processes reflect the interplay between elements of innovation design and network design
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TEAM MEMBERS:
Satish NambisanMohanbir Sawhney
resourceresearchProfessional Development, Conferences, and Networks
In the experience of health professionals, it appears that interacting with peers in the workplace fosters learning and information sharing. Informal groups and networks present good opportunities for information exchange. Communities of practice (CoPs), which have been described by Wenger and others as a type of informal learning organization, have received increasing attention in the health care sector; however, the lack of uniform operating definitions of CoPs has resulted in considerable variation in the structure and function of these groups, making it difficult to evaluate their
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TEAM MEMBERS:
Linda LiJeremy GrimshawCamilla NielsenMaria JuddPeter CoyteIan Graham
Increasingly, collaboration between business, non-profit, health and educational agencies is being championed as a powerful strategy to achieve a vision otherwise not possible when independent entities work alone. But the definition of collaboration is elusive and it is often difficult for organizations to put collaboration into practice and assess it with certainty. Program evaluators can assist practitioners concerned with the development of a strategic alliance predicated on collaboration by understanding and utilizing principles of collaboration theory. The Strategic Alliance Formative
This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on
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TEAM MEMBERS:
Bill PenuelBarry FishmanBritt Haugan ChengNora Sabelli
resourceresearchProfessional Development, Conferences, and Networks
Roundable discussions at the 2010 ISE Summit focused on the following topics: Intrinsic Motivation, Defining Goals and ""Educate to Innovate"", ISE Evaluation and Research, Sparking the Imagination, Teacher Professional Development in K-8 Schools, Avatar Effect, Art and Science, Diversity, NASA Education and Public Outreach, and Cosmic Serpent. This report synthesizes main discussion pointsof each topic.
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TEAM MEMBERS:
Catherine McEver
resourceresearchProfessional Development, Conferences, and Networks
These conference proceedings summarize work done by the CAISE Inquiry Groups and include presentations from NSF Program Officer Al DeSena and CAISE Co-PI John Falk (Introduction), Falk and Carlos Manjerrez (Infrastructure Inquiry Group), Saskia Traill (Policy Study Inquiry Group), Kevin Crowley (Learning Inquiry Group), and a synthesis and reflection from Sheila Grinell, Bonnie Sachatello-Sawyer, Rob Semper, Julie Johnson, Erik Peterson, Rich Borchelt, Wendy Wheeler, and Kevin Crowley. All meeting documentation was provided by Catherine McEver.
The 2010 ISE Summit opened with remarks from Director Wendy Pollock and NSF Program Officer Al DeSena and included presentations from David Ucko (NSF Influence on Informal Science Education), Tom Kalil (word from the White House), and Bruce Lewenstein (ISE: Who Are We, and How Did We Get Here?). All meeting documentation has been provided by Catherine McEver.