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Learning through the sharing of knowledge.
A Community of Practice (CoP) is a group of learners who share a common interest or passion and come together to learn from one another, share experiences, and develop their knowledge and skills in that particular topic. CoPs can exist in various contexts, including organisations, professional associations, online platforms, or informal networks.
Key thinkers in this area
Étienne Wenger (1952 - Present)
Jean Lave (1939-2023)
Key characteristics of a Community of Practice include:
Domain: Members of a CoP have a shared interest, purpose, or subject of knowledge. This could be a specific profession, subject area, or area of expertise.
Community: CoPs are characterised by a sense of community where members interact, share information, and build relationships. This community aspect often fosters a sense of belonging and trust among its members.
Practice: The focus of a CoP is on the shared practice, experiences, and expertise of its members. Members learn from one another, collaborate, and collectively develop their skills and knowledge within the domain.
Mutual Engagement: Members actively engage with one another, participating in discussions, exchanging ideas, and collaborating on projects or activities related to the shared domain.
Joint Enterprise: CoPs often have a common goal or purpose that unites their efforts. This could be solving specific problems, advancing a field, or enhancing the collective expertise of the community.
Communities of Practice can take various forms, ranging from informal groups of enthusiasts to more formalised structures within organisations. They can also exist both in physical spaces and online platforms, allowing members to connect and collaborate irrespective of geographical constraints. The concept of CoPs is often associated with social learning.
Teaching strategies that are linked to metacognition
Positive Reinforcement: Praising a learner for completing a piece of work. The positive reinforcement (praise) is likely to increase the likelihood of the learner completing future work.
Facilitate Collaborative Discussions: Guide discussions by asking open-ended questions, providing prompts, and moderating to ensure a positive and constructive atmosphere.
Storytelling and Knowledge Sharing: Encourage members to share personal stories or case studies related to their experiences and challenges.
Peer-assisted learning: Encourage members to learn from each other through peer-to-peer interactions and knowledge exchange.
Co-Creation of Resources: Establish a shared repository where members can contribute and access relevant resources.
Expert Panels and Guest Speakers: Invite experts or experienced practitioners to share their insights through webinars, panel discussions, or virtual meetings. Allow community members to engage with guest speakers through interactive question-and-answer sessions.
Reflective Practices: Encourage members to maintain reflective journals or blogs where they can document their learning journey and share insights with the community.
Communities of Practice Events: Plan larger-scale events, such as conferences or gatherings, where members can come together for in-depth discussions, networking, and shared learning experiences.
Feedback Loops: Establish mechanisms for ongoing feedback to understand the needs and preferences of community members. Use feedback to iteratively improve teaching strategies, content, and community engagement initiatives.
Read more here:
Barton, D., & Tusting, Karen. (2005). Beyond communities of practice. Cambridge University Press.
Pyrko, I., Dörfler, V., & Eden, C. (2017). Thinking together: What makes Communities of Practice work? Human Relations (New York), 70(4), 389–409. https://doi.org/10.1177/0018726716661040
Wenger, E., McDermott, R. A. (Richard A., & Snyder, W. (2002). Cultivating communities of practice : a guide to managing knowledge. Harvard Business School Press.
What is the specific purpose or goal of the community of practice (CoP)?
How are members recruited or self-selected into the community of practice?
How is the community of practice sustained over time?
How do communities of practice fit in FES settings?
What role does the teacher play within a community of practice?
How inclusive is the community of practice model?
How is conflict managed within the community of practice?
How do teachers prevent the community from becoming stagnant or insular?
How are newcomers integrated into the community of practice?
How is the impact and effectiveness of the community of practice measured?
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