Creating and nurturing a Community
of Practice for langauge teachers in
Higher Education.
Teresa MacKinnon
Principal Teach...
What is a Community of Practice?
Etienne Wenger, cognitive anthropology. (1998)
Describes the long standing phenomenon of
...
Our context:
• Language Centre, 3500 students a year, 8
languages for academic credit.
• 50 staff, many part-time.
• Inter...
Requirements:
• Sustainable platform for blended delivery.
• Re-engagement in discussions of theory and
practice of langua...
Key points emerging from the data
collected:
• Student satisfaction with online course use
highest when interaction includ...
• Staff reported skill development within CoP
model:
“ I showed colleagues how to upload documents to Forum and
to each we...
Researcher reflections:
• Cannot assume perceptions of shared domain,
community and practice.
• Important to celebrate all...
Thank you for listening.
t.mackinnon@warwick.ac.uk
warwicklanguage on twitter and youtube
Teresamac in SL, slideshare and ...
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Presentation of reflective practice based no paper submitted to Eurocall 21013.

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  • all members are committed to the same domain, in this case teaching languages to non specialist students.– members interact with each other and learn together.– the members engage in sustained interaction which results in a shared repertoire.
  • Time issue/more speaking and listening, creation and opportunities to connect with other cohorts.Fees regime impactStaff interest in voice over the internetStagnation of digital skills
  • Creating and nurturing a community of practice for

    1. 1. Creating and nurturing a Community of Practice for langauge teachers in Higher Education. Teresa MacKinnon Principal Teaching Fellow University of Warwick Language Centre.
    2. 2. What is a Community of Practice? Etienne Wenger, cognitive anthropology. (1998) Describes the long standing phenomenon of learning in communities, concept expanded. The formation and transmission of knowledge by those sharing: • domain • community • practice
    3. 3. Our context: • Language Centre, 3500 students a year, 8 languages for academic credit. • 50 staff, many part-time. • Interest in ICT for teaching and learning. • Assessment review and alignment with CEFR. • Increasing importance of oral/aural skills. • Need to provide tailored resources.
    4. 4. Requirements: • Sustainable platform for blended delivery. • Re-engagement in discussions of theory and practice of language teaching. • Importance of student experience. • Need to support innovation. • Principled deployment of ICT to support staff skill development.
    5. 5. Key points emerging from the data collected: • Student satisfaction with online course use highest when interaction included in design.
    6. 6. • Staff reported skill development within CoP model: “ I showed colleagues how to upload documents to Forum and to each week, how to create activities, e.g. assignment… I remember better in showing them how to do those tasks.” “colleagues demonstrated how to make quizzes and how to upload videos. I remembered them because I could use them straight away in my design of online courses, and they are very practical and quite easy to implement. The sharing has been useful and did prompt me to try a new technology in my teaching.”
    7. 7. Researcher reflections: • Cannot assume perceptions of shared domain, community and practice. • Important to celebrate all achievements. • Emphasis on empowering not compliance. • Important to disseminate clear messages and have management support. • Lifelong learning as a central premise.
    8. 8. Thank you for listening. t.mackinnon@warwick.ac.uk warwicklanguage on twitter and youtube Teresamac in SL, slideshare and ning. Please keep in touch!

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