Introduction to Communities of Practice
•Download as PPT, PDF•
2 likes•791 views
The document defines communities of practice as groups that share a passion or concern for something they do and want to improve at it. Communities of practice have three key characteristics - a domain of shared interest that distinguishes members, a community that engages in joint activities and helps each other, and a shared practice developed through sustained interaction. The document discusses how communities of practice relate to different organizations like education, where they can help ground learning in practice and connect students to real-world experience and lifelong learning beyond school.
Report
Share
Report
Share
Recommended
Community participation
A process by which a community mobilizes its resources, initiates and takes responsibility for its own development activities and share in decision making for and implementation of all other development programmes for the overall improvement of its health status.
AIMS OF COMMUNITY PARTICIPATION
The community develops self-reliance
The community develops critical awareness
The community develops problem solving skills
TYPES OF COMMUNITY PARTICIPATION
Passive – (Manipulation)
Active – (consultation)
Involvement – (Community control)
Creating environmental awareness through ecotourism
Ecotourism is defined as responsible travel to natural areas that conserves the environment and sustains local communities through interpretation and education. The principles of ecotourism are to minimize impacts on the environment and culture while building respect and providing positive experiences. Ecotourism includes wildlife tourism, adventure travel, sustainable tourism, and cultural tourism. The benefits of ecotourism are conservation through economic incentives, increased local employment and capacity building, environmental awareness through interpretation, and community empowerment against poverty. However, ecotourism also risks damaging ecosystems and habitats if not managed responsibly.
Community participation
This document discusses community participation and defines key terms. It describes a community as a set of people living together with common interests, values, beliefs, etc. Participation is defined as having a share or taking part. Community participation involves shaping planning, mobilizing and training community members, implementing programs, and evaluating and monitoring outcomes. Barriers to participation include physical limits, cultural restrictions, language barriers, misunderstandings, and time constraints. Maximizing community involvement is important for developing self-reliance, critical awareness, and problem-solving skills.
Notes on participation
This document discusses participation in development. It defines participation as people's involvement in decision-making, program implementation, and benefits, as well as their role in evaluation. There are two main types of participation: instrumental participation focuses on project outcomes and sustainability, while transformative participation empowers communities to take independent action to improve their situation. The document also examines conceptual contexts around development, inclusion and exclusion, and criteria for classifying different levels of participation, from passive to self-mobilization. It explores how participation and citizenship are linked, with citizenship participation based on extending participation rights.
Inclusive education- solution to Education for All
The document discusses the need to revamp teacher education programs to promote inclusive education for all students. It outlines several key aspects that teacher education should focus on, including developing a strong commitment to the community, promoting learning strategies for all students, emphasizing collaborative work and interpretative skills, providing contextual preparation, offering cross-categorical training, and implementing mentoring programs for new teachers. The goal is to prepare teachers who can ensure the individual needs of each student are met and help fulfill the vision of providing education for all.
Human rights education
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
Participatory approach 2
This document discusses the participatory approach to language teaching. It begins with a brief history, noting it was inspired by Paulo Freire. The participatory approach uses topics of interest to learners and aims to help students understand social forces that affect their lives and empower them to make decisions to gain control over their lives. Key principles are that classroom content should relate to students' real lives, knowledge is jointly constructed, and students can create their own materials. The conclusion states this approach develops communicative competence by having students communicate rather than just practice language pieces. The teacher's participation is needed to help students problem solve in their daily lives.
ACTIVITY BASED INSTRUCTION - Learning by doing.pdf
It talks about meaning, history and Nature & CLASSIFICATION OF ABI
It also discuss about types of teacher based instructional activities
Recommended
Community participation
A process by which a community mobilizes its resources, initiates and takes responsibility for its own development activities and share in decision making for and implementation of all other development programmes for the overall improvement of its health status.
AIMS OF COMMUNITY PARTICIPATION
The community develops self-reliance
The community develops critical awareness
The community develops problem solving skills
TYPES OF COMMUNITY PARTICIPATION
Passive – (Manipulation)
Active – (consultation)
Involvement – (Community control)
Creating environmental awareness through ecotourism
Ecotourism is defined as responsible travel to natural areas that conserves the environment and sustains local communities through interpretation and education. The principles of ecotourism are to minimize impacts on the environment and culture while building respect and providing positive experiences. Ecotourism includes wildlife tourism, adventure travel, sustainable tourism, and cultural tourism. The benefits of ecotourism are conservation through economic incentives, increased local employment and capacity building, environmental awareness through interpretation, and community empowerment against poverty. However, ecotourism also risks damaging ecosystems and habitats if not managed responsibly.
Community participation
This document discusses community participation and defines key terms. It describes a community as a set of people living together with common interests, values, beliefs, etc. Participation is defined as having a share or taking part. Community participation involves shaping planning, mobilizing and training community members, implementing programs, and evaluating and monitoring outcomes. Barriers to participation include physical limits, cultural restrictions, language barriers, misunderstandings, and time constraints. Maximizing community involvement is important for developing self-reliance, critical awareness, and problem-solving skills.
Notes on participation
This document discusses participation in development. It defines participation as people's involvement in decision-making, program implementation, and benefits, as well as their role in evaluation. There are two main types of participation: instrumental participation focuses on project outcomes and sustainability, while transformative participation empowers communities to take independent action to improve their situation. The document also examines conceptual contexts around development, inclusion and exclusion, and criteria for classifying different levels of participation, from passive to self-mobilization. It explores how participation and citizenship are linked, with citizenship participation based on extending participation rights.
Inclusive education- solution to Education for All
The document discusses the need to revamp teacher education programs to promote inclusive education for all students. It outlines several key aspects that teacher education should focus on, including developing a strong commitment to the community, promoting learning strategies for all students, emphasizing collaborative work and interpretative skills, providing contextual preparation, offering cross-categorical training, and implementing mentoring programs for new teachers. The goal is to prepare teachers who can ensure the individual needs of each student are met and help fulfill the vision of providing education for all.
Human rights education
This document discusses human rights education in India. It defines human rights as protections for individuals against interference with fundamental freedoms and dignity. It explains that human rights education aims to enhance knowledge of rights, foster tolerance, and develop skills to protect rights. The curriculum focuses on history, geography, civics, economics, and science to teach about rights. Teaching methods include discussion, projects, and celebrating rights-related days. The Indian constitution and education policy outline provisions for protecting rights.
Participatory approach 2
This document discusses the participatory approach to language teaching. It begins with a brief history, noting it was inspired by Paulo Freire. The participatory approach uses topics of interest to learners and aims to help students understand social forces that affect their lives and empower them to make decisions to gain control over their lives. Key principles are that classroom content should relate to students' real lives, knowledge is jointly constructed, and students can create their own materials. The conclusion states this approach develops communicative competence by having students communicate rather than just practice language pieces. The teacher's participation is needed to help students problem solve in their daily lives.
ACTIVITY BASED INSTRUCTION - Learning by doing.pdf
It talks about meaning, history and Nature & CLASSIFICATION OF ABI
It also discuss about types of teacher based instructional activities
Society as language Lab - BEd English
This document discusses how society can serve as a language lab for learning English. It provides examples of informal learning contexts like film, theatre, literary clubs, language forums, and interviews/talks by experts that can aid language acquisition outside the classroom. These extracurricular activities motivate students by providing interactive learning environments. Literary clubs specifically aim to develop students' literary skills, confidence, and talents through activities like essay/story/poetry writing, debates, and movie screenings. Language forums give opportunities for discussion and critical thinking to improve English proficiency. Experts emphasize the importance of listening skills and accessing repeated English content to effectively communicate.
Role of mass media in education ppt
Mass media refers to technologies that reach a large audience through mass communication. It includes television, radio, newspapers, magazines, and the internet. Mass media plays an important role in education by widely disseminating information quickly, exposing people to different cultures and places, motivating learning, and acting as an agent of social change. It enhances education by bridging gaps, developing learning skills, and making instruction more concrete and stimulating.
2 information, knowledge, belief, truth and different ways of knowing
This presentation can give some idea about to understand different terminology like Information, Knowledge, Belief and Truth and also the concept different ways of Knowing
Multicultural education
Multicultural education aims to provide instruction to students of all races and ethnicities through eliminating stereotypes, including all cultures in collaborative learning, and diffusing situations that make students feel excluded. The benefits of this approach include boosting self-esteem, broadening cultural perspectives, reducing stereotypes, and providing equal educational opportunities for all students.
Inclusion Benefits New
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
Educational financing in India: Features and Statistics
A presentation on educational financing in India. concurrent list.finance commission. ,planning commission
The role of the resource teacher vision
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
Teaching styles
This document discusses different teaching styles including teacher-centered, student-centered, and collaborative styles. Teacher-centered styles include the authority/lecture style where the teacher is the main authority and students passively receive knowledge, and the demonstrator/coach style where the teacher shows students skills through demonstrations. Student-centered styles involve facilitator and delegator roles where the teacher facilitates critical thinking and students engage in group activities. Collaborative styles promote peer learning through group discussions, activities, and problem-solving. The document notes the merits and demerits of each style and provides tips for effective implementation depending on the topic material, teacher abilities, and communication skills.
AUSUBEL MODEL.pdf
Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role
Principles of social action
Social action aims to bring about structural changes through mobilizing masses. It focuses on preventing harmful changes and improving mass conditions. The goals of social action include preventing needs, solving mass problems, influencing policies, and redistributing power and resources more equitably. Effective social action is built on principles like credibility building, legitimization, dramatization, using multiple strategies including educational, persuasive, facilitative and power approaches, adopting a dual approach of building counter-systems while mobilizing public support, and implementing a variety of economic, social and political programs.
Policies and programmes of inclusive education.pdf
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Role of ngo in supporting inclusive school
The document discusses the role of NGOs in supporting inclusive schools in India. Over 1 million NGOs operate in India, many providing educational services for children with disabilities. NGOs play a significant role in implementing integrated education by providing various forms of assistance to schools, including therapeutic assessment, parental education programs, training for special educators and teachers, and mobilizing community participation. NGOs also help promote inclusion through innovative strategies like developing learning materials for blind students and teacher training programs. In Tamil Nadu, NGOs promote inclusive education under the Sarva Shiksha Abhiyan by employing personnel and managing educational settings.
Utilitarian aim and socio cultural aim of teaching English
The document discusses principles for effective English language teaching from both a utilitarian and socio-cultural perspective. It outlines several key principles from a utilitarian standpoint, including habit formation, speech before reading/writing, selection and gradation of vocabulary, and exposure to the target language. It also notes the importance of considering social and cultural aspects of language, such as its role in community formation and cultural differences that can influence language learning.
Universalization of secondary education
This document discusses the concept, importance, and historical context of universal secondary education in India. It outlines goals for ensuring universal access and retention in secondary education by certain benchmarks like 2015, 2020, and 2020. The logic for pursuing universal secondary education includes extending primary education, breaking intergenerational poverty, developing humanities/values, and enabling higher education and vocational training. Key recommendations include following principles of universal access, equality, relevance and development, as well as decentralized planning, qualified teachers, and allocating over 5% of GDP to secondary and elementary education. Problems to overcome include access, equity, gender inequality, quality, poverty, and early marriage, while solutions center on universalizing access and ensuring equity, equality, development of
Ncf 2005 and social science position paper
The National Curriculum Framework 2005 aimed to shift the focus of the Indian education system from access and attendance to addressing quality and equal education for all. It was written in post-independence India to reform problems with high-stakes examinations and curriculum overload. The framework's goals included nurturing democratic values in children, being sensitive to the environment, accepting different cultures, and participating in productive work. It advocated for learning without fear or burden, developing critical thinking and creativity, and gaining knowledge through life experiences and work skills rather than indoctrination.
Collaborative learning
Collaborative learning involves students working together in teams to actively exchange, debate, and negotiate ideas. It requires students to engage in a common task where each individual depends on and is accountable to others. According to the text, collaborative learning is based on the idea that learning is naturally a social act, and occurs through discussion among participants. Some key characteristics are that it incorporates group work, sets group goals and individual accountability, and has students take more control over their learning compared to traditional teacher-centered methods.
Participatory Approach (PA)
The document discusses the participatory approach (PA) to community development. It defines PA as actively involving community members in decision-making regarding projects and programs that affect them. The key concepts of PA include collaborative efforts led by community members to think and act independently to control their own development. Some principles of PA are inclusion, equal partnership, transparency, and empowerment. Participatory rural appraisal (PRA) tools like semi-structured interviews and mapping are discussed. PA aims to gather just enough information to make recommendations through techniques like triangulation of data sources.
Social responsibility
The document discusses incorporating social responsibility in students. It defines social responsibility as fulfilling one's duties to better society without harming others. It recommends developing social consciousness in students, helping them understand interdependence, and teaching participatory skills like cooperation and conflict management. Schools should provide opportunities for community service and social contribution. Barriers include a wide curriculum, lack of teacher role modeling, and emphasis on exam scores over social values. The conclusion states that schools produce future citizens, so their quality determines the quality of society. Teachers must help students understand their duties to create a kinder world.
RECENT STUDIES IN WOMEN'S EDUCATION
The document discusses recent trends in women's education. It covers the history of women's education in India from ancient to modern times. It outlines barriers to women's education such as poverty, social factors, and distance to schools. Solutions discussed include converting education policies, developing human resources, and expanding non-formal education. Recent positive trends include strengthening gender-responsive systems, targeting adolescent girls, improving teaching techniques, addressing gender-based violence, and expanding access in remote areas. Global organizations are also working on goals around child marriage, political participation, and health to boost women's education.
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachers
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
Community of practice
This document discusses communities of practice, which were first described by Jean Lave and Etienne Wenger in their 1991 work. They studied apprenticeships and how skills are learned through social interactions and participation. Key aspects of a community of practice include mutual engagement of members, a joint enterprise or shared goals, and a shared repertoire of resources and language. Communities of practice exist in many contexts like workplaces and are useful for understanding how knowledge and practices are transmitted socially.
Etienne slides
This document discusses communities of practice and provides guidance on cultivating them. It defines communities of practice as groups of people who share a passion for something they know how to do and who regularly interact to improve at it. The document recommends conducting workshops to educate about communities of practice, establishing their place in an organization, and providing light support and infrastructure. It also provides a quick start-up guide that includes identifying potential communities, interviewing members, helping the community launch initial activities, and integrating it into the organization.
More Related Content
What's hot
Society as language Lab - BEd English
This document discusses how society can serve as a language lab for learning English. It provides examples of informal learning contexts like film, theatre, literary clubs, language forums, and interviews/talks by experts that can aid language acquisition outside the classroom. These extracurricular activities motivate students by providing interactive learning environments. Literary clubs specifically aim to develop students' literary skills, confidence, and talents through activities like essay/story/poetry writing, debates, and movie screenings. Language forums give opportunities for discussion and critical thinking to improve English proficiency. Experts emphasize the importance of listening skills and accessing repeated English content to effectively communicate.
Role of mass media in education ppt
Mass media refers to technologies that reach a large audience through mass communication. It includes television, radio, newspapers, magazines, and the internet. Mass media plays an important role in education by widely disseminating information quickly, exposing people to different cultures and places, motivating learning, and acting as an agent of social change. It enhances education by bridging gaps, developing learning skills, and making instruction more concrete and stimulating.
2 information, knowledge, belief, truth and different ways of knowing
This presentation can give some idea about to understand different terminology like Information, Knowledge, Belief and Truth and also the concept different ways of Knowing
Multicultural education
Multicultural education aims to provide instruction to students of all races and ethnicities through eliminating stereotypes, including all cultures in collaborative learning, and diffusing situations that make students feel excluded. The benefits of this approach include boosting self-esteem, broadening cultural perspectives, reducing stereotypes, and providing equal educational opportunities for all students.
Inclusion Benefits New
The document discusses the benefits of inclusion, which is educating students with disabilities in general education classrooms with their peers. Some key benefits include:
1) Students with disabilities have access to the core curriculum and support from specialized teachers and staff in the classroom. Tests and assignments can be modified to meet their needs.
2) Both students with and without disabilities experience social and academic benefits from inclusion. They learn to accept individual differences and develop new friendships.
3) Inclusion prepares all students for diversity in society and has been shown to improve learning outcomes for both groups of students. It allows students to be educated with their peers in the least restrictive environment.
Educational financing in India: Features and Statistics
A presentation on educational financing in India. concurrent list.finance commission. ,planning commission
The role of the resource teacher vision
This document provides an overview of the role of a Resource Teacher of Vision (RTV) in New Zealand. RTVs work with students who are blind or have low vision to help ensure they have access to education and can achieve their potential. They collaborate with families, teachers, and other specialists. Key aspects of an RTV's role include assessment, teaching, cultural responsiveness, knowledge of child development and the expanded core curriculum, assistive technology, and professional learning. The goal is for students to participate fully in school and life.
Teaching styles
This document discusses different teaching styles including teacher-centered, student-centered, and collaborative styles. Teacher-centered styles include the authority/lecture style where the teacher is the main authority and students passively receive knowledge, and the demonstrator/coach style where the teacher shows students skills through demonstrations. Student-centered styles involve facilitator and delegator roles where the teacher facilitates critical thinking and students engage in group activities. Collaborative styles promote peer learning through group discussions, activities, and problem-solving. The document notes the merits and demerits of each style and provides tips for effective implementation depending on the topic material, teacher abilities, and communication skills.
AUSUBEL MODEL.pdf
Advance Organizer Model is given by David P. Ausubel who is one of the educational psychologist. Advanced organizer is a conceptual bridge between new material and a students’ current knowledge. It discuss on three concerns. It also discuss on teachers role, learners role, material role
Principles of social action
Social action aims to bring about structural changes through mobilizing masses. It focuses on preventing harmful changes and improving mass conditions. The goals of social action include preventing needs, solving mass problems, influencing policies, and redistributing power and resources more equitably. Effective social action is built on principles like credibility building, legitimization, dramatization, using multiple strategies including educational, persuasive, facilitative and power approaches, adopting a dual approach of building counter-systems while mobilizing public support, and implementing a variety of economic, social and political programs.
Policies and programmes of inclusive education.pdf
It discusses on what are the policies and programmes helps to combine the special students with main stream of education. It also talks about old to new policies
Role of ngo in supporting inclusive school
The document discusses the role of NGOs in supporting inclusive schools in India. Over 1 million NGOs operate in India, many providing educational services for children with disabilities. NGOs play a significant role in implementing integrated education by providing various forms of assistance to schools, including therapeutic assessment, parental education programs, training for special educators and teachers, and mobilizing community participation. NGOs also help promote inclusion through innovative strategies like developing learning materials for blind students and teacher training programs. In Tamil Nadu, NGOs promote inclusive education under the Sarva Shiksha Abhiyan by employing personnel and managing educational settings.
Utilitarian aim and socio cultural aim of teaching English
The document discusses principles for effective English language teaching from both a utilitarian and socio-cultural perspective. It outlines several key principles from a utilitarian standpoint, including habit formation, speech before reading/writing, selection and gradation of vocabulary, and exposure to the target language. It also notes the importance of considering social and cultural aspects of language, such as its role in community formation and cultural differences that can influence language learning.
Universalization of secondary education
This document discusses the concept, importance, and historical context of universal secondary education in India. It outlines goals for ensuring universal access and retention in secondary education by certain benchmarks like 2015, 2020, and 2020. The logic for pursuing universal secondary education includes extending primary education, breaking intergenerational poverty, developing humanities/values, and enabling higher education and vocational training. Key recommendations include following principles of universal access, equality, relevance and development, as well as decentralized planning, qualified teachers, and allocating over 5% of GDP to secondary and elementary education. Problems to overcome include access, equity, gender inequality, quality, poverty, and early marriage, while solutions center on universalizing access and ensuring equity, equality, development of
Ncf 2005 and social science position paper
The National Curriculum Framework 2005 aimed to shift the focus of the Indian education system from access and attendance to addressing quality and equal education for all. It was written in post-independence India to reform problems with high-stakes examinations and curriculum overload. The framework's goals included nurturing democratic values in children, being sensitive to the environment, accepting different cultures, and participating in productive work. It advocated for learning without fear or burden, developing critical thinking and creativity, and gaining knowledge through life experiences and work skills rather than indoctrination.
Collaborative learning
Collaborative learning involves students working together in teams to actively exchange, debate, and negotiate ideas. It requires students to engage in a common task where each individual depends on and is accountable to others. According to the text, collaborative learning is based on the idea that learning is naturally a social act, and occurs through discussion among participants. Some key characteristics are that it incorporates group work, sets group goals and individual accountability, and has students take more control over their learning compared to traditional teacher-centered methods.
Participatory Approach (PA)
The document discusses the participatory approach (PA) to community development. It defines PA as actively involving community members in decision-making regarding projects and programs that affect them. The key concepts of PA include collaborative efforts led by community members to think and act independently to control their own development. Some principles of PA are inclusion, equal partnership, transparency, and empowerment. Participatory rural appraisal (PRA) tools like semi-structured interviews and mapping are discussed. PA aims to gather just enough information to make recommendations through techniques like triangulation of data sources.
Social responsibility
The document discusses incorporating social responsibility in students. It defines social responsibility as fulfilling one's duties to better society without harming others. It recommends developing social consciousness in students, helping them understand interdependence, and teaching participatory skills like cooperation and conflict management. Schools should provide opportunities for community service and social contribution. Barriers include a wide curriculum, lack of teacher role modeling, and emphasis on exam scores over social values. The conclusion states that schools produce future citizens, so their quality determines the quality of society. Teachers must help students understand their duties to create a kinder world.
RECENT STUDIES IN WOMEN'S EDUCATION
The document discusses recent trends in women's education. It covers the history of women's education in India from ancient to modern times. It outlines barriers to women's education such as poverty, social factors, and distance to schools. Solutions discussed include converting education policies, developing human resources, and expanding non-formal education. Recent positive trends include strengthening gender-responsive systems, targeting adolescent girls, improving teaching techniques, addressing gender-based violence, and expanding access in remote areas. Global organizations are also working on goals around child marriage, political participation, and health to boost women's education.
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachers
The document discusses two recommendations from ILO and UNESCO regarding the status of teachers: (1) the 1966 recommendation covering teachers from pre-primary to secondary levels, and (2) the 1997 recommendation covering higher education teaching personnel. Both recommendations address issues like teachers' rights, responsibilities, training, employment conditions, and aim to establish international standards for supporting and enhancing the teaching profession.
What's hot (20)
2 information, knowledge, belief, truth and different ways of knowing
2 information, knowledge, belief, truth and different ways of knowing
Educational financing in India: Features and Statistics
Educational financing in India: Features and Statistics
Policies and programmes of inclusive education.pdf
Policies and programmes of inclusive education.pdf
Utilitarian aim and socio cultural aim of teaching English
Utilitarian aim and socio cultural aim of teaching English
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachers
M.Ed Teacher Education Assignment Topic- ILO version of Status of Teachers
Viewers also liked
Community of practice
This document discusses communities of practice, which were first described by Jean Lave and Etienne Wenger in their 1991 work. They studied apprenticeships and how skills are learned through social interactions and participation. Key aspects of a community of practice include mutual engagement of members, a joint enterprise or shared goals, and a shared repertoire of resources and language. Communities of practice exist in many contexts like workplaces and are useful for understanding how knowledge and practices are transmitted socially.
Etienne slides
This document discusses communities of practice and provides guidance on cultivating them. It defines communities of practice as groups of people who share a passion for something they know how to do and who regularly interact to improve at it. The document recommends conducting workshops to educate about communities of practice, establishing their place in an organization, and providing light support and infrastructure. It also provides a quick start-up guide that includes identifying potential communities, interviewing members, helping the community launch initial activities, and integrating it into the organization.
Communities of Practice: Building an Understanding
This slideshow presentation discusses the definition of communities of practice citing real world examples. This was created for a graduate course in information instruction for informational professionals at San Jose State University's School of Library and Information Science.
Communities of practice presentation
This document provides an overview of Communities of Practice: Learning, Meaning & Identity by Etienne Wenger. It introduces key concepts from the book including practice as meaning, community, learning, boundary, and locality. It also discusses identity in practice, modes of belonging, identification and negotiability. The document is intended as a presentation and outlines these concepts over two parts with subsections on each concept and related links for further information.
How to build a successful community of practice
This document provides guidance on building successful communities of practice. It discusses that communities are repositories for information and experts on a particular subject. Successful communities have passionate leaders who share their time and expertise with members. It recommends community leaders regularly share knowledge and promote discussion. It then describes various roles that support communities, such as sponsors, knowledge managers, and moderators. It provides tips on using different community tools like blogs, microblogs, wikis, and events to engage members. It stresses the importance of peer support among community managers and evolving communities to promote collaboration.
Creating strong & passionate agile communities of practice
Everyone hits a challenge at some point in adopting agile and belonging to a larger community can help you overcome those challenges. Whether you call it a tribe, a user group, or a community of practice, having a group of people to share ideas with and learn from is a valuable tool to further your personal development and maintain your sanity. Learn about what communities of practice are, how to start them, and why they’re an important part of growing agile.
A Guide to Communities of Practice
Communities of practice have become an accepted part of organizational development. One should pay attention to domain, membership, norms and rules, structure and process, flow of energy, results, resources, and values.
Viewers also liked (7)
Communities of Practice: Building an Understanding
Communities of Practice: Building an Understanding
Creating strong & passionate agile communities of practice
Creating strong & passionate agile communities of practice
Similar to Introduction to Communities of Practice
Open Learning, Social Learning - exploring the collective use of OER
The document discusses a partnership between the Opening Educational Practices in Scotland (OEPS) project and Scottish Union Learning (SUL) to develop the use of open educational resources (OERs) in unionized workplaces. Through workshops and pilots, OEPS and SUL have worked to help union learning representatives (ULRs) become "Open Learning Champions" and facilitate collective, workplace-based learning using OERs. Their work has identified barriers like a lack of ULR confidence and a perception that OERs are too individualized, as well as practices that support social learning like grouping learners and providing curation assistance. OEPS is developing an online community hub to help ULRs overcome challenges and share effective models
Developing and running a National Information Literacy Community of Practice ...
Developing and running a National Information Literacy Community of Practice ...IL Group (CILIP Information Literacy Group)
The document summarizes the development and operation of the Scottish Information Literacy Community of Practice, which was created with limited funding to continue the work of the Scottish Information Literacy Project. It discusses establishing an online presence, engaging members, and sharing practices. The community has grown to over 100 members and facilitated collaboration around projects. Key lessons learned include the importance of partnerships, cross-sector work, supporting practitioners, encouraging participation through meetings and writing, and recognizing that communities of practice require sustained time and interaction from members.Lilac 2014 Scottish Information Literacy Community of Practice presentation
The document summarizes the development and operation of the Scottish Information Literacy Community of Practice, which was created with no funding to continue the work of the Scottish Information Literacy Project. It discusses how the community was built online and engaged members across sectors through biannual meetings. While face-to-face meetings and coordination of activities have worked well, broader member engagement and blogging have been challenges. Lessons learned include the importance of partnerships, cross-sector work, and sustained interaction over time to develop the shared domain, community, and practices needed for a successful community of practice.
Co p5
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.
5_UGent_TrainingCoP_Emilie_v2.pptx
Presentation at the “Open Science: connecting the actors” event on the 21st of November 2022:
Share best practices, foster community, and encourage knowledge-sharing on Open Science.
At the heart of the Open Access Belgium community is the ambition to open up the way we organize and conduct scientific research.
The Open Science teams of the Belgian universities have developed and tested a wide range of training methods, training materials, networking activities
and data solutions to facilitate and foster Open Science. Achievements, tools and lessons learned by different institutions will be shared in this networking event.
Programme can be found here: https://openaccess.be/2022/10/04/open-science-connecting-the-actors/
More information on the community of practice: https://www.openaire.eu/cop-training
How to build CoPs in local government
A guide on how we have built communities of practice on the Communities of Practice for Public Service website.
With hints and tips to getting started and maintaining your community
Oe global2017 corti
An international collaboration in the design experience of a MOOC series. MOOCs for Teachers, the partnership and the design choices made by the team, involving international experts
An international collaboration in the design experience of a MOOC series
An international collaboration in the design experience of a MOOC seriesOpen Education Global (OEGlobal)
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.Quadrat conference 12122014 Thomas Fischer DISCUSS
Ευρωπαϊκή πλατφόρμα για Κοινότητες Πρακτικής στη Δια Βίου Μάθηση - Thomas Fischer, Hellenic Association for Education (HAEd).
Η παρουσίαση πραγματοποιήθηκε στα πλαίσια της ημερίδας "Συστήματα Διαχείρισης Ποιότητας σε οργανισμούς εκπαίδευσης και κατάρτισης" που διοργανώθηκε από την IDEC A.E. (www.idec.gr) στις 12 Δεκεμβρίου 2014 στον χώρο εκδηλώσεων του ALBA GRADUATE BUSINESS SCHOOL.
Η ημερίδα εντάσσεται στο πρόγραμμα QUADRAT (Υλοποίηση συστημάτων ποιότητας σε οργανισμούς μη τυπικής εκπαίδευσης) στα πλαίσια του οποίου αναπτύχθηκαν:
-βιβλίο
-εκπαιδευτικό πρόγραμμα
-software διαχείρισης συστήματος ποιότητας
Για περισσότερες πληροφορίες επισκεφτείτε το http://www.quadrat-project.eu
Up2U Learning Community interactions
This slideshow was presented during the OEB 2018 conference (December 05-07, 2018 Berlin, Germany). The talk focuses on community building and engagement.
Viva presentation
This document discusses communities of practice (CoPs) and network learning. It defines a CoP as a group that shares interests or passions and interacts regularly to improve their skills and knowledge. Key aspects of a CoP are a shared domain, community, and practice. Network learning uses technology to connect learners, teachers, and resources. Both CoPs and networks aim to improve skills through collaboration. They focus on participation and practice. Virtual CoPs allow online interaction and knowledge sharing through forums and resources.
Investigating the social configuration of a community to understand how netwo...
The OERu is an international community focused on widening access to education through open educational resources (OER). It has a shared goal and values related to open education. The community is organized through central coordination of a core group and quality standards, as well as institutionalized subnetworks. Common practices include coordinating the community, co-creating OER, and contributing to debates about OER. While the community shows signs of cohesion, further development of shared practices and embedding OER use within educational institutions could help strengthen networked learning activities across the wider community over time.
COMMEET: Community Empowerment for TVET
COMMEET: Community Empowerment for TVET
Jos Hermans, Regional Advisor to the RCE Community – Europe
Europe Regional RCE Meeting 2018
28-31 August, 2018, Vannes, France
Introduction to Learning Circles & Nopros
Presenation by Colin Campbell of Assist Social Capital at the Learning Cirlces and Lifelong Learning
Intoduction ppt
The document discusses social capital and lifelong learning. It defines social capital as networks together with shared norms and values that facilitate cooperation. It discusses how social capital is related to learning and how learning communities can help build social capital. It also defines lifelong learning as promoting knowledge and competencies to enable citizens to participate in social and economic life. The document then describes the Nopros project, which uses non-profit organizations and learning circles to provide lifelong learning opportunities in Europe. Learning circles are small, participatory discussion groups that build skills and empower people.
Lifelong Learning Shift: Five Stories of Innovation
Undertaking the lifelong learning shift is harder said than done. Here are some examples that stand out.
Limerick INTENT Robodowd
A presentation on the INTENT project presented at the University of Limerick on 1 June 2012 by Robert O'Dowd.
Centres Evaluation of Pilot Activities Lithuania
The document describes a pilot project called the Student Summer Camp organized by Lietuvos Junior Achievement in Lithuania to promote entrepreneurship education. The camp brought together 35 students from 14 schools who worked in teams to develop solutions to business case studies from creative industries. Participants gained experience in teamwork, communication skills, time management, and learning about business and creative fields. Feedback found the camp effective at teaching entrepreneurship skills though the cost was high to implement on a larger scale.
Plenary presentation 030413
The document discusses lifelong learning and the role of universities in promoting it. Lifelong learning is defined as all learning undertaken throughout life to improve knowledge, skills, and qualifications. Universities can promote lifelong learning by offering training that meets labor market needs, recognizing informal learning, and creating networks between educational institutions and other stakeholders. The ALFA TRALL project aims to design and test lifelong learning curricula involving universities and local organizations in Latin America and Europe over three years. Pilot programs in areas like communication skills and radio station operation were conducted at Universidad de Los Andes as part of this effort.
Environmnets For Learning
This document discusses establishing a network of environmental organizations across Europe to facilitate knowledge sharing and skills development through volunteering and community projects. The goals are to recognize adult learning through these informal activities, identify best practices, provide training events, develop accreditation systems, and promote engagement of disadvantaged groups. Partners will work together online and at conferences. Evaluation will include quarterly reviews of objectives, outputs, feedback, and outcomes to monitor progress and ensure the sustainable growth of the network.
Similar to Introduction to Communities of Practice (20)
Open Learning, Social Learning - exploring the collective use of OER
Open Learning, Social Learning - exploring the collective use of OER
Developing and running a National Information Literacy Community of Practice ...
Developing and running a National Information Literacy Community of Practice ...
Lilac 2014 Scottish Information Literacy Community of Practice presentation
Lilac 2014 Scottish Information Literacy Community of Practice presentation
An international collaboration in the design experience of a MOOC series
An international collaboration in the design experience of a MOOC series
Quadrat conference 12122014 Thomas Fischer DISCUSS
Quadrat conference 12122014 Thomas Fischer DISCUSS
Investigating the social configuration of a community to understand how netwo...
Investigating the social configuration of a community to understand how netwo...
Lifelong Learning Shift: Five Stories of Innovation
Lifelong Learning Shift: Five Stories of Innovation
More from John Bostock
Blue Skills and Career Development - presentation to EATIP 2019
Presentation made to the European Aquaculture Technology and Innovation Platform Annual General Meeting 2019 on projects and activities for skills and career development in aquaculture
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Open Educational Resources in Aquaculture Education and Training
The document discusses open educational resources (OER) in aquaculture education and training. It defines OER as teaching and learning materials in the public domain or released under an open license allowing free use and modification. While OER offer benefits like cost savings and quality improvements, there are also barriers to their widespread adoption. For aquaculture, the availability of OER is currently limited, though initiatives like the Aqua-tnet project have increased resources. Further developing OER in aquaculture could help educators and provide educational opportunities, but challenges around funding, copyright, and pedagogy remain.
The development and implementation of European regulations for (fish and shel...
Presentation given at the Symposium on seafood traceability and certification organised by Aqua-Int on behalf of the Korean Ministry of Oceans and Fisheries and Korean Fisheries Association, Busan, South Korea, 22 May 2015.
Aquatnet for ISAFE2, Shanghai, April 2015
Presentation on the European Thematic Network for Aquaculture, Fisheries and Aquatic Resources Management (AQUA-TNET) given at The 2nd International Symposium on Aquaculture and Fisheries Education (ISAFE2) jointly organized by Asian Fisheries Society (AFS) and Shanghai Ocean University (SHOU) at the SHOU campus at Lingang New City in Shanghai on Thursday 23rd April, 2015.
Bostock learning industrypresentation_ae2014
European Aquaculture - A Learning Industry?
Presentation given at Aquaculture Europe, 16 October 2014.
Aqua-tnet - The European Network for Learning and Skills in Aquaculture: Pres...
This document summarizes a presentation given at the EATIP Annual Meeting discussing challenges with the engagement between aquaculture education institutions and the aquaculture industry. It notes that industry complains education does not adequately prepare graduates, while students struggle to gain real-world experience. The presentation examines differences between education, training, and informal learning. It argues all sectors must collaborate better to improve knowledge transfer, through activities like Aqua-tnet's skill frameworks and industry-focused course materials. Close cooperation between EATIP and Aqua-tnet is suggested to take education and training aims forward, such as developing internships and contributing to curricula.
Aqua tnet Project Overview
Aqua-tnet is a multidisciplinary education network in Europe for aquaculture, fisheries, and aquatic resource management that has operated since 1996. Its principal aim is to support innovation and sustainable output in the sector through enhanced lifelong learning opportunities. It focuses on collaborating in areas such as MSc and PhD teaching materials, promoting student and staff mobility, researching skills requirements, and developing curriculum frameworks and innovative learning tools and methods. It also works to engage stakeholders from education, industry, research, and other sectors to support its mission.
Stirling Institute of Aquaculture Promotion
This document promotes the development, learning, research, and services provided by the University of Stirling. It highlights their extensive facilities for marine and freshwater research, wide choice of courses and modules, analytical services, and work with local communities on sustainable development. The university has over 75 staff supporting specialized research, opportunities for student projects with external partners, and carries out feed and pharmaceutical trials to high standards.
More from John Bostock (9)
Blue Skills and Career Development - presentation to EATIP 2019
Blue Skills and Career Development - presentation to EATIP 2019
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...
Open Educational Resources in Aquaculture Education and Training
Open Educational Resources in Aquaculture Education and Training
The development and implementation of European regulations for (fish and shel...
The development and implementation of European regulations for (fish and shel...
Aqua-tnet - The European Network for Learning and Skills in Aquaculture: Pres...
Aqua-tnet - The European Network for Learning and Skills in Aquaculture: Pres...
Recently uploaded
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvariaclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcPCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Recently uploaded (20)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Introduction to Communities of Practice
- 1. Workpackage 5 Communities of Practice An introduction – John Bostock May 2009 Aqua-Tnet Meeting, Lisbon
- 2. Key source - Etienne Wenger May 2009 Aqua-Tnet Meeting, Lisbon
- 4. Domains Communities of Interest have an identity defined by a shared domain of interest. Membership implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people. May 2009 Aqua-Tnet Meeting, Lisbon
- 5. Communities In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other. May 2009 Aqua-Tnet Meeting, Lisbon
- 6. Practice Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems, in short a shared practice. This takes time and sustained interaction. May 2009 Aqua-Tnet Meeting, Lisbon
- 10. Part of lifelong learning From the CoP perspective, the school/college is not the privileged locus of learning. It is not a self-contained, closed world in which students acquire knowledge to be applied outside, but a part of a broader learning system. The class is not the primary learning event. It is life itself that is the main learning event. Colleges, schools, classrooms, and training sessions still have a role to play in this vision, but they have to be in the service of the learning that happens in the world. May 2009 Aqua-Tnet Meeting, Lisbon http://www.flickr.com/photos/ethomsen/42671808/sizes/o/
- 12. Reference sources http://www.ewenger.com/ http://www.knowledgeboard.com/lib/1567 http://technorati.com/tag/communities-of-practice http://www.leeds.ac.uk/educol/documents/163834.htm http://www.longtailbook.co.uk/ October 2007 Aqua-Tnet Meeting, Gent
- 13. Example communities of practice http://www.jisc.ac.uk/media/documents/programmes/elearningcapital/the_jisc_cetis_sigs.pdf http://www.sarnissa.org/ http://www.aquacomgroup.com/Page_sections/Resources/ACG_Aquaculture_Community.html May 2009 Aqua-Tnet Meeting, Lisbon