Development, but Why?
Communities of Practice
in the service of
Pervasiveness of Technology
Technological change is
Teachers need to keep up with and develop
new ways of integrating technology.
Online possibilities as an alternative to f2f
training (time and cost effective)
Your presence here is a sign that you are
already aware of those topics so I will move
Network: ““refers to the set
of relationships, personal
participants who have
personal reasons to connect”
(Wenger et al., 2011, p. 9)
Community “the development of a shared
identity around a topic or set of challenges”
and “represents a collective intention to
steward a domain of knowledge and to
sustain learning about it” (Wenger et
Provides a domain where members could
Resources which members could benefit from
techniques, tools, suggestions, perspectives,
and so on
A certain amount of interaction and
engagement is necessary.
Not everyone is required to commit to the
community at the same level
A Community could dissolve if members feel
that they have achieved their shared goal.
Not the case for technology though.
Nodes as ties for learning
Learning partnership does not have to be
No commitment to a domain is required
Enables access to rich data
Spontaneous and unpredictable
Collective exploration is possible
While they are two distinct terms, they are not
at opposite ends.
In fact, they are interrelated.
Big community can involve multiple networks
A network could essentially develop into a
“The social learning process is enhanced by
dynamic interplay of both community and
network processes” (Wenger et
al, 2011, p.13)
Open vs Closed communities
Look for group description
Look at the date and frequency of posts
Look for explicit/ implicit rules
Keep up with the community
Check profiles of
Use Twitter and
More on the use of Twitter
Wikis and Blogs
How different Social Media Platforms could be
used in the service of Professional
Review of Social Media Platforms;
Integrating Twitter with Facebook
Lave, J., & Wenger, E. (1991). Situated
learning: Legitimate peripheral participation.
Cambridge: Cambridge University Press.
Wenger, E., Trayner, B., & De Laat, M.F.
(2011). Promoting and assessing value
creation in communities and networks: A
conceptual framework. Heerlen: Ruud de
Moor Centrum, OU
Where does one’s social identity end and
professional identity begin?
Is it possible/ useful to mix both identities?
Could we separate them? (i.e. creating
accounts for professional use and other
accounts for personal use)