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Facilitating  Communities  of  Practice in the  Network Era Nancy White Full Circle Associates http://www. flickr .com/photos/ nicmcphee /33556189/in/set-72157594373420115/
Note to Slide Viewers: This set of slides contains both the slides we used at our May 17th, 2010 workshop, along with some other slides you may find useful. But we sure didn't talk about them!  Nancy
Let’s build some “mud maps”  (from Shawn Callahan – Anecdote.com) )
A Community of Practice Perspective
#1   People Forms (me, we, network)
http://www.flickr.com/photos/ecstaticist/2918198742/in/set-72157603453505459/ Go  Solo?
Pairs, triads and very small groups – http://www.flickr.com/photos/swissrolli/2167756791/
Fly with the flock? Research teams.. . http://www.flickr.com/photos/swissrolli/2167756791/
South Africa's community nest spider http://www.south-african-game-reserves.com/arachnidpics/comnestspid.htm
Roam the network?
Networked Individualism  Barry Wellman
Many: Networks We: Communities Me: the Individual Personal  identity, interest & trajectory Bounded  membership; group identity, shared interest, human centered Boundaryless; fuzzy, intersecting interests, object centered sociality (Engeström)
Many: Networks We: Communities Me: the Individual Consciousness, confidence level, risk tolerance, styles, emotion C Distinct power/trust dynamics, shared forward movement or strong blocking, stasis, attention to maintenance, language  Flows around blocks, less cohesion, distributed power/trust, change
Many: Networks We: Communities Me: the Individual Blogs, email, research portfolios, RSS readers, the Brain… Forums, wikis, group blogs, content mgmt systems, LMS, platforms… Facebook, Twitter, YouTube, Wikipedia,etc…
purpose exercise ,[object Object],[object Object],http://onlinefacilitation.wikispaces.com/Online+Community+Planning+Checklist
http://www.flickr.com/photos/dsevilla/189528500/in/set-1368427/ #2 Emerging roles and practices…
[object Object],[object Object]
Rule of Thumb: Make way  for teenaged elephants!
enable people to… ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Thanks! Nancy White [email_address] http://www.fullcirc.com http://bit.ly/csp5uZ
Online Facilitation (STUFF we DID NOT USE but which you might find useful...)
Facilitating Online Interaction: What’s It All About, Anyway? Nancy White, Full Circle Associates cc 2007
 
2. Online Communications Nancy White, Full Circle Associates, cc 2007
Nancy White, Full Circle Associates, cc 2007 Bumblebee time...
Nancy White, Full Circle Associates, cc 2007 tortise time...
http://www.flickr.com/photos/b-tal/179390341 / "To receive everything, one must open one's hands and give” Taisen Deshimaru   3. Learning Together Nancy White, Full Circle Associates, cc 2007
4.     Facilitation ,[object Object],[object Object],[object Object],Nancy White, Full Circle Associates, cc 2007
From:  http:// oubs .open.ac. uk /e-moderating/ fivestep . htm  Gilly Salmon
Identity / Presence Relationship Process Benefit Nancy White, Full Circle Associates, cc 2007
Convening  Conversations ,[object Object],[object Object],[object Object],[object Object],[object Object],Nancy White, Full Circle Associates, cc 2007
5.   Intercultural    Antennae …including professional culture Nancy White, Full Circle Associates, cc 2007
6.   Tolerance  for  A m Bigu i tY Move forward  without certainty Nancy White, Full Circle Associates, cc 2007
7.  Bridge & Connect ,[object Object],[object Object],[object Object],[object Object],Nancy White, Full Circle Associates, cc 2007
ODI:   6 Network Functi ons ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
8. Technical Skills ,[object Object],[object Object],[object Object],[object Object],Nancy White, Full Circle Associates, cc 2007
Finally…1. Self-Awareness Nancy White, Full Circle Associates, cc 2007
A Systems View of Community Facilitation (STUFF WE DID NOT USE)
1.  Work with the  whole   system
Source: Keith McCandless http://socialinvention.net
 
Who  needs to be “in the room” to make this happen? Catalysts  and  connectors
From David Wilcox
2.   Identify  and  build  on  assets .
http://www.plexusinstitute.org/complexity/index.cfm?id=3
 
3.   Engage  the  system  in the  learning
We learn  from  each other. We learn when we “ do .”
Participation  Practices ,[object Object],[object Object],[object Object],[object Object],[object Object]
Keep   it  simple ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://www.infodev.org/en/Publication.84.html
http://www.flickr.com/photos/dsevilla/189528500/in/set-1368427/ 4 . Find where we can do the  most  as  leaders .
[object Object],[object Object],[object Object],[object Object]
What are some “mud maps” we can think about today?  What conditions might we create for these learning patterns and relationships?
Background Stuff on Communities of Practice  WHICH WE DID NOT USE
A Communities of Practice Lens:  What can it show us?   Nancy White Full Circle Associates
A Community of Practice Perspective
Distributed CoPs: Benefits? Bullish? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Challenges ,[object Object],[object Object],[object Object],[object Object],[object Object]
What is a CoP? Why care? ,[object Object],[object Object],[object Object]
Some Comparisons As long as  interest remains Informal   network Friends and  acquaintances Collect & pass  on information Mutual needs,  friends hip As long as  reason  to connect exists Etienne Wenger 2003 Who belongs Purpose Cohesiveness Duration Formal  Org. Hierarchical  reporting To deliver a  product or  service Organizational  goals Until next  reorganization Project  Team Management  assigned To accomplish  a specific task Project goals Until project is complete Community  of Practice Voluntary,  invited or self - selected Build &  exchange  knowledge Passion,  identity,  commitment
CoPs and Social Networks ,[object Object],[object Object],P E R F ORMANCE Purpose S OCIAL   F ORMATION PRACTICE
Is the distinction between a CoP, team or other form relevant to your situation? ,[object Object],[object Object],[object Object]
A Community of Practice Perspective: Domain
Domain: Shared Interest;  Purpose ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
What is Purpose? ,[object Object],[object Object],[object Object],[object Object]
P ractical Purpose Points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Does your community have a clear purpose? ,[object Object],[object Object],[object Object]
A Community of Practice Perspective: Community
What is a  community ? ,[object Object]
… in a CoP  sense? ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],Keys to Community Interaction
Social  Translucence ,[object Object],[object Object],[object Object],[object Object],[object Object]
Translucent Systems ,[object Object],[object Object],[object Object],[object Object]
Norms, Agreements & Accountability ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],Legitimate Peripheral Participation Picture courtesy of http://www.flickr.com/photos/rollerboogie/
Leadership  online? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Community of Practice Perspective: Practice
Practice ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],DOMAIN Practice “ Being in a CoP” Practice Distributed
The “place between the spaces” ,[object Object],[object Object],[object Object]
The Power  of  Conversation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Collaboration ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Inquiry ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Facilitating Communities of Practice in the Network Era

Editor's Notes

  1. In all the hype and hustle of emerging technologies, it is easy to lose sight of the bridge between those tools and the people who use them - educators and learners. http://www.flickr.com/photos/poagao/527259919/
  2. How do we, as learners, business people, educators and designers decide when to focus on the individual, the group or the wider network? What are the strengths and weaknesses of each? How does our choice inform our selection of tools and methods? And what about all the gray area "in between" each of these?
  3. It starts with “me” - each of us as individual actors and learners in the world. How do we learn or work? What motivates us? And when are we best served as independent actors?
  4. http://www.flickr.com/photos/swissrolli/2167756791/ Uploaded on January 5, 2008 by swissrolli
  5. http://www.flickr.com/photos/27126314@N03/2956992219/ The next stage along the continuum – and I stress that this is a continuum – is the “we” - bounded groups with an explicit shared purpose. As we move from me to we, the purpose may be emergent, fuzzy and we may just be creating the boundaries of the group.
  6. http://www.flickr.com/photos/gustavog/9708628/ Finally, at the other end of the continuum – which I now think of as a circle, by the way, instead of a linear continuum, is the network. This is the network that we can now visualize and participate in more than any other time in human history because of technology. This is the “new” part of the game when we think about learning, because network participation is no longer constrained as it was by time and distance for many of us. (Not for all of us... we'll come back to that)
  7. http://www.flickr.com/photos/gustavog/9708628/ Finally, at the other end of the continuum – which I now think of as a circle, by the way, instead of a linear continuum, is the network. This is the network that we can now visualize and participate in more than any other time in human history because of technology. This is the “new” part of the game when we think about learning, because network participation is no longer constrained as it was by time and distance for many of us. (Not for all of us... we'll come back to that)
  8. So let's do a little comparing and contrasting of this circular continuum. You can be clear when we talk about the individual, me. We can be clear when we have bounded communities with clear establishment of in/out membership. We can also have communities with fuzzy boundaries, which may even be networks. If there was a subliminal sign flashing across this slide, it would be saying “IDENTITY.” identity shows up differently across this continuum and identity can be linked to purpose and boundaries. http://www.zengestrom.com/blog/2005/04/why_some_social.html (Social-material networks)
  9. These different boundaries influence the power dynamics that occur between people. It influences processes of leadership and other roles. It defines levels of trust and privacy – which are not always closely linked as we move to the network level. http://www.ted.com/talks/lang/eng/jill_bolte_taylor_s_powerful_stroke_of_insight.html http://www.ted.com/talks/lang/eng/bonnie_bassler_on_how_bacteria_communicate.html
  10. Finally, the tools we use can vary across the continuum. We'll talk a bit more about this later.
  11. So in the past, I’ve done this exercise in pairs, in World Café and in the 1-2-4 build up. I’d not do 1-2-4 here and Café takes longer, so I suggest pairs or maybe rotating pairs then a debrief.
  12. Not clearly demarcated, but there are new roles and practices we are all taking on. http://www.flickr.com/photos/dsevilla/189528500/in/set-1368427/ Uploaded on July 14, 2006 by dsevilla
  13. These roles and practices create the conditions that enable people to….
  14. Three roles that I’ve been looking at are community leaders, network weavers and technology stewards. Community leaders are a more familiar role, helping defined groups achieve specific goals over a period of time. “Helping” may mean creating conditions, supporting the emergence of relationships or individual and/or group identity, managing, etc. Network weavers are a new role (See the work of June Holley et al at http://www.networkweaving.com/blog/) – “people who facilitate new connections and increase the quality of those connections.” In between community leaders and network weavers are technology stewards – they show up both in groups/communities AND networks.
  15. Nancy White Full Circle Associates Online facilitator Blogger Learner Chocoholic SEEKER Literal picture, figurative image IDENTITY
  16. Grounding thought – what lies beneath is where it gets interesting! Tools and how we deploy them (learning environment design) have an impact on the learning experience The processes we use to work with and around the technology have an impact. Our perceptions of an online space (as opposed to what the participants may perceive) can be a blinder! How we present this to our participations needs to reflect where we want their ATTENTION and what we want to happen – INTENTION.
  17. This is where we’d have the conversation about online compared to offline.
  18. Am I bumblebee…
  19. Or a tortoise and do I or others care?
  20. Statue in Boston, info http://flakmag.com/misc/parkman.html Really. You can’t do this alone. So get used to it. REALLY. Huge design implications. Tools are designed for a group, experienced by an individual Large practice implications Open hand… Learning as a practice Gift economy Collaboration Networks
  21. Teaching, learning and interacting online all reflect a continuum of processes, tools and experiences. In order to make it a bit easier to talk about, Michelle Moussou and I developed a model to talk about four main frameworks and 9 processes. Somewhat of an artificial construct – but it gives you something to “hang on to” to initiate discussions of how to facilitate online interaction. The inside is reflective of the content we are offering – how to facilitate online. But the frameworks on the outer ring may have broader applicability to learning environments and the inner processes can reflect the online learning experience. This is particularly true if you adopt a more facilitative vs. “teaching” approach. For example, if you want to use group projects as a learning tool, the issues of sociability, relationship and trust are worth exploring as groundwork to enable group work. Make sense? Here is a key idea to keep in mind: There is always a tension between control and emergence. Between what we intend as facilitators/teachers and what the participant brings to the table. Between individual and group. Between what works for one and what works OK for the larger group (learning styles, etc.). Between what we know and what we don’t know. Between the comfort of what we know, and the opportunity of what we don’t!
  22. Convening conversations Use of questions Initiating new conversations Designing strategies that support local choice
  23. http://www.stc-jamesriver.org/King%20STC%20Jan04.pdf Everyone needs cultural antennae The cost of not having them is high Professional and organizational cultures Broadly defined Beyond“Default” culture Biggest challenge? Sense Understand (not all, can never)
  24. A huge survival skill is being ok with ambiguity. Of small, incremental changes for feeling secure, but knowing big leaps can happen and throw us off balance. There is an element of faith here, to move forward, even in uncertainty.  OK with “ not in control” not knowing
  25. Value of networks: ODI working paper http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
  26. The most important competency is self awareness -- online and offline. If we cannot stop and see ourselves, we cannot see others. Nor "hear" them! 
  27. What happens when you look beyond the “established knowledge” for ways to better apply that knowledge? MRSA and Positive Deviance. Methicillin-resistant Staphylococcus aureus (MRSA) - Hospital acquired infection, highly problemmatic, especially in US hospitals. http://www.positivedeviance.org/projects/MRSA/ http://www.plexusinstitute.org/complexity/index.cfm?id=3
  28. Not clearly demarcated, but roles we are all taking on. http://www.flickr.com/photos/dsevilla/189528500/in/set-1368427/ Uploaded on July 14, 2006 by dsevilla
  29. Border spanning…without the travel! Potential for greater diversity Multi-modal Time-flexible Can “accumulate” artifacts (knowledge?)
  30. How do we tease out the issues, piled on top of each other?
  31. "The great and glorious masterpiece of man is to know how to live to purpose." Montaigne
  32. Purpose checklist
  33. Get used to it Ask the Dwarfs!
  34. Key Features of Collaboration From: Borden, L.M, and Perkins, Daniel F. Journal of Extension, April 1999, Vol 37 No 2. Accessed from http://www.joe.org/joe/1999april/tt1.html Communication Sustainability Research & Evaluation Political Climate Resources Catalysts Policies/Laws/Regulations History Connectedness Leadership Community Development Understanding Community