Communities of practice are social structures that enable the development of knowledge within organizations. They consist of three main components: a domain of knowledge that members share an interest in; a community of people who engage with that domain; and a shared practice developed through members' common work. Communities of practice go through typical life cycles that involve potential formation, coalescing around their domain, collective maturation, stewardship as they become established, and potential transformation or decline over time. Their design aims to stimulate active participation rather than rigidly control structure.
Introduction To Communities In Alstom[Alstom Font]Pb Linkedin
Communities of Practice Social Structures for Knowledge Development
1. Communities of Practice: Social Structures for the Development of Knowledge France Henri, Ph. D. LICEF Research Center Télé-université Université du Québec à Montréal PALETTE’S Kick off Meeting Lausanne, March 13-15 2006
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6. Types of Virtual Communities Community of Learners Intentionality and Goal Community of Practice Intelligent Community of Interest Community of Interest Various Types of Virtual Communities According to their Emerging Context Group Strenght of the Social Link Gathering
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14. CoP Model: a Social Structure for Knowledge a very large community: subgroups develop local identities; members are very involved locally but they retain a sense of belonging to the larger community > 100 a large community: likely to split into subgroups (according to different topics or geographical areas) 50-100 a medium-sized community: favours numerous flexible relationships 15-50 an intimate community ~ 15 Communities: Populations of Various Sizes
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Editor's Notes
Community of Interest Random association of people who share a common subject of interest and wish to share information Is not driven by a desire to reach a common goal Devoid of clear operation rules Minimal commitment requires negotiation to reconcile perspectives Need to formalize knowledge and identification emblems: production of FAQs Members feel closer to the subject of interest than the people involved in the community Life expectancy varies Intelligent Community of Interest Members associated with a work/project group/team who is asked to fulfill a specific mandate: solve a problem, define a series of concept or carry out a project It includes ‘’experts’’, different approaches and specialties (heterogeneous knowledge) The main challenge consists of having a common meaning and reaching a common comprehension of the task Knowledge is formalized by creating objects which represent the realm of study of the community Commitment is key to successfully deliver the mandate Members identify themselves with the project Life expectancy is determined by the mandate Community of learners Is composed of learners and instructors in a common school or remote locations Is teacher-directed according to the objectives are established by the school program (disciplinary or multidisciplinary) activities are designed according to the learners’ level of development and the institutional context criteria for success of an instructional activity is teacher-determined Is not perennate; the project or the instructional program determines its duration Learning occurs by carrying out projects which favour the negotiation of meaning But learning is distinct from what occurs in other types of communities teacher-directed activity designed according to the learners’ level of development and the institutional context learning occurs through creations and use of the feedback generated by such creations Community of Practice composed of professionals from a same field who are involved and participate actively in the community activities aims to improve the conditions of those involved in this field by mutual processes of sharing, cooperating, learning and training helps learners become members of a given professional community seeks to develop an internal community identity (who are we?) and an external identity (whom are we not?) has no set duration, no unique project, evolves slowly open to various types of participation (active, peripheral, marginal and non-participative) learning ensured by a balance between participative processes (generating knowledge) and reification (formalizing knowledge)
Développemental tensions at every stage Potential (discover, imagine) Coalescing (incubate, deliver immediate value) Collective maturing (focus, expand) Stewardship (ownership, openness) Transformation or death (live on, live on)