Thematische Bibliographien / Scholarly communities of practice

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Auswahl der wissenschaftlichen Literatur zum Thema „Scholarly communities of practice“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 17. Februar 2022

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Zeitschriftenartikel zum Thema "Scholarly communities of practice"

Larson, Colleen L. „Commentary: Creating scholarly practice through communities of inquiry“. International Journal of Leadership in Education 3, Nr. 3 (Juli 2000): 307–14. http://dx.doi.org/10.1080/13603120050083963.

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Day, Benjamin S., Luke Glanville, Terence C. Halliday und Cecilia Jacob. „Scholarly Circles: A Practice for Thinking Christianly in the University“. International Journal of Public Theology 14, Nr. 4 (18.11.2020): 389–97. http://dx.doi.org/10.1163/15697320-12341629.

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Abstract This article documents how the formation of a Scholarly Circle led to the development of the articles published in this issue. We outline how our Scholarly Circle developed across three stages over a period of seven years. By doing so, we hope to encourage others to consider the Scholarly Circle as a potential model to guide small communities of scholars seeking to integrate their faith and scholarship in a deeper and more deliberate way.

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MATHER, LYNN. „Communities of scholars and communities of practice“. Journal of Law and Society 48, Nr. 1 (10.02.2021): 25–39. http://dx.doi.org/10.1111/jols.12276.

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Georgiou, Andreas, und Daniel Arenas. „Communities in Management“. Proceedings of the International Association for Business and Society 31 (2020): 37–49. http://dx.doi.org/10.5840/iabsproc2020315.

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Communities are discussed frequently in the business and management literature, but their main characteristics are not commonly agreed upon. This multiplicity of meanings results in vagueness, which hinders both scholarly research and practice. Building on a sample of 142 papers published in highly ranked business and management journals, this literature review aims to provide clarity on the concept by identifying its main underlying meanings. After conducting qualitative and cluster analysis Keyon the abovementioned sample, we suggest the following four types of communities: of Proximity, of Practice, of Users and of Firms. Their main characteristics are discussed, along with their relationship with business and management.

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Jensenius, Francesca R., Mala Htun, David J. Samuels, David A. Singer, Adria Lawrence und Michael Chwe. „The Benefits and Pitfalls of Google Scholar“. PS: Political Science & Politics 51, Nr. 4 (13.06.2018): 820–24. http://dx.doi.org/10.1017/s104909651800094x.

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ABSTRACTGoogle Scholar (GS) is an important tool that faculty, administrators, and external reviewers use to evaluate the scholarly impact of candidates for jobs, tenure, and promotion. This article highlights both the benefits of GS—including the reliability and consistency of its citation counts and its platform for disseminating scholarship and facilitating networking—and its pitfalls. GS has biases because citation is a social and political process that disadvantages certain groups, including women, younger scholars, scholars in smaller research communities, and scholars opting for risky and innovative work. GS counts also reflect practices of strategic citation that exacerbate existing hierarchies and inequalities. As a result, it is imperative that political scientists incorporate other data sources, especially independent scholarly judgment, when making decisions that are crucial for careers. External reviewers have a unique obligation to offer a reasoned, rigorous, and qualitative assessment of a scholar’s contributions and therefore should not use GS.

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Gullbekk, Eystein. „Apt information literacy? A case of interdisciplinary scholarly communication“. Journal of Documentation 72, Nr. 4 (11.07.2016): 716–36. http://dx.doi.org/10.1108/jdoc-08-2015-0101.

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Purpose – The purpose of this paper is to explore the aptness of “information literacy”, conceptualized as a socially contextualized phenomenon, for analyses of interdisciplinary scholarly communication. Design/methodology/approach – The paper presents a conceptual analysis. Two influential representatives of the social turn in the information literacy literature are taken as starting points: Annemaree Lloyd’s conceptualization of “information literacy practice”, and Jack Andersen’s conceptualization of information literacy as “genre knowledge”. Their positioning of information literacy as a socially contextualized phenomenon – by use of practice theories and rhetorical genre theory, respectively, – is analysed against an illustrative example of interdisciplinary scholarly communication. Findings – Conceptualizations by Lloyd and Andersen explain information literacy as socially contextualized in terms of stable norms and understandings shared in social communities. Their concepts have the potential of explaining changes and innovations in social practices including scholarly communication. If we combine genre-theoretical and practice-theoretical concepts – and accentuate the open-endedness of social practices and of genres – we can enhance the understanding of information literacy in settings of interdisciplinary scholarly communication where the actors involved lack shared conventions and assumptions. Originality/value – The paper suggests that the fluid features of social contexts should be accounted for in the information literacy literature. By combining genre-theoretical and practice-theoretical concepts in a novel way it offers such an account. It provides a useful framework for understanding the phenomenon of information literacy in interdisciplinary scholarly communication.

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McNally, Michael D. „The Practice of Native American Christianity“. Church History 69, Nr. 4 (Dezember 2000): 834–59. http://dx.doi.org/10.2307/3169333.

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The fields of Native American religious traditions and American religious history have reached something of a shared critical juncture. Although there has been a long standing scholarly interest on writing about missions to Native Americans from a variety of viewpoints, recent years have seen the publication of a number of fresh considerations of the diversity and texture of Native American Christianity—or better, native Christianities. Native communities have long woven the stories, signs, and practices of the Christian tradition into the fabric of their lifeways, in rich and resourceful ways, even under the direst of colonizing circumstances. But only recently has scholarship begun to take this fuller texture into account: most recently, Native and Christian (1996), edited by James Treat; Native American Religious Identity (1998), edited by Jace Weaver; Sergei Kan's Memory Eternal: Tlingit Culture and Russian Orthodox Christianity through Two Centuries; Clara Sue Kidwell's Choctaws and Missionaries; and Christopher Vecsey's multivolume study of the varieties of native Catholicism, of which volume two, The Paths of Kateri's Kin (1998), is of most interest here. This recent scholarship reflects new perspectives of native scholars entering the field and more publications that anthologize a range of native Christian viewpoints into single volumes. It has also to do with more sustained accountability among normative scholars to native communities and the way that consultants in those communities imagine their religious lives.

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Bradshaw, Paul F. „Continuity and Change in Early Eucharistic Practice: Shifting Scholarly Perspectives“. Studies in Church History 35 (1999): 1–17. http://dx.doi.org/10.1017/s0424208400013929.

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As a result of the great advances that have been made in liturgical scholarship in the last few decades, we now know much less about early eucharistic worship than we once thought that we did. Indeed, it sometimes appears that if things keep on at their present rate, it is possible that we shall soon find that we know absolutely nothing at all; for a large part of what current research has achieved has been to demolish theories that had been built on unreliable foundations. As this paper will demonstrate, the older consensus that there had existed a large measure of continuity between the eucharistic practices of the various early Christian communities is slowly giving way to the acceptance that there are considerable gaps in our knowledge of the period, and that what evidence there is points more towards variety than towards uniformity of practice.

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Balaji, B., und M. Dhanamjaya. „Preprints in Scholarly Communication: Re-Imagining Metrics and Infrastructures“. Publications 7, Nr. 1 (14.01.2019): 6. http://dx.doi.org/10.3390/publications7010006.

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Digital scholarship and electronic publishing within scholarly communities change when metrics and open infrastructures take center stage for measuring research impact. In scholarly communication, the growth of preprint repositories as a new model of scholarly publishing over the last three decades has been one of the major developments. As it unfolds, the landscape of scholarly communication is transitioning—with much being privatized as it is made open—and turning towards alternative metrics, such as social media attention, author-level, and article-level metrics. Moreover, the granularity of evaluating research impact through new metrics and social media changes the objective standards of evaluating research performance. Using preprint repositories as a case study, this article situates them in a scholarly web, examining their salient features, benefits, and futures. Moves towards scholarly web development and publishing on the semantic and social web with open infrastructures, citations, and alternative metrics—how preprints advance building the web as data—is discussed. We determine that this will viably demonstrate new metrics and, by enhancing research publishing tools in the scholarly commons, facilitate various communities of practice. However, for preprint repositories to be sustainable, scholarly communities and funding agencies should support continued investment in open knowledge, alternative metrics development, and open infrastructures in scholarly publishing.

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ORRJE, JACOB. „The logistics of the Republic of Letters: mercantile undercurrents of early modern scholarly knowledge circulation“. British Journal for the History of Science 53, Nr. 3 (16.07.2020): 351–69. http://dx.doi.org/10.1017/s0007087420000242.

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AbstractAnglo-Swedish scholarly correspondence from the mid-eighteenth century contains repeated mentions of two merchants, Abraham Spalding and Gustavus Brander. The letters describe how these men facilitated the exchange of knowledge over the Baltic Sea and the North Sea by shipping letters, books and other scientific objects, as well as by enabling long-distance financial transactions. Through the case of Spalding and Brander, this article examines the material basis for early modern scholarly exchange. Using the concept of logistics to highlight and relate several mercantile practices, it examines ways of making scholarly knowledge move, and analyses merchants’ potential motives for offering their services to scholarly communities. As logisticians in the Republic of Letters, these merchants could turn their commercial infrastructure into a generator of cultural status valid in both London and Stockholm. Using mercantile services, scholarly knowledge could in turn traverse the region in reliable, cost-effective and secure ways. The case of Spalding and Brander thus highlights how contacts between scholarly communities intersected with other contemporary modes of transnational exchange, and it shows how scholarly exchange relied on relationships based on norms different from the communalism often used to characterize the early modern Republic of Letters. Thus the article suggests new ways of studying early modern scholarly exchange in practice.

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Dissertationen zum Thema "Scholarly communities of practice"

Yavneh, Jonathan S. „Virtual communities in the law enforcement environment do these systems lead to enhanced organizational memory /“. Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Dec/08Dec%5FYavneh.pdf.

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Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, December 2008.
Thesis Advisor(s): Bergin, Richard ; Josefek, Robert. "December 2008." Description based on title screen as viewed on February 5, 2009. Includes bibliographical references (p. 69-71). Also available in print.

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Smit, Tanya. „Self-regulated professionalism : a Whole Brain® Participatory Action Research design in a pre-service teacher mentoring context“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78495.

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During Work Integrated Learning, pre-service mentoring helps to prepare final-year education students for the workplace. For the purpose of this study, seven pre-service teachers and their mentor teachers formed scholarly communities of practice. Selfregulated professionalism was initiated by implementing the principles of self-regulated learning using a constructivist Whole Brain® Thinking mix as epistemological grounding. Participatory action research was enriched and a Whole Brain® Participatory Action Research Design was used to contribute to the scholarship of mentoring in the education context and the new meaning-making of our current understanding of what action research entails. A baseline study was conducted ten months prior to the commencement of the Whole Brain® Participatory Action Research study. The responses from the Senior and FET Phase pre-service teachers and their mentor teachers in the two online surveys provided an information base for the participatory action research process. The rationale for using Whole Brain® Participatory Action Research was that no scholars have examined a collaborative perspective on pre-teachers, mentor teachers and a university faculty. This particular research design has never before been used in the context of pre-service teacher education. The Herrmann Brain Dominance Instrument® was initially completed by the participants and myself as the principal researcher to inform reflective practice and to create awareness of our thinking preferences. Action research was conducted by the pre-service teachers in their classroom practice and executed by the mentor teachers in their mentorship practice. I employed action research during the scholarly communities of practice sessions with the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were innovatively introduced in the mentor teachers’ and my own mentoring practice as an essential part of the self and the we becoming agent(s) of transformation. The development of a Comprehensive Whole Brain® Mentoring Model for the education context is shared as an outcome of this study.
Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted

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Fourie, Carina M. „Sensemaking in communities of practice“. Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1913.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2009.
This thesis explores the notion of communities of practice, and in particular how they make sense of their environment in order to create knowledge and enable learning. Traditionally communities of practice are viewed as stewards of expert knowledge, but this thesis argues that they are better understood as sensemaking phenomena. Chapter one introduces the theory of sensemaking as developed by Karl Weick. This chapter introduces the seven properties of sensemaking. It also explores organisational sensemaking by taking the intersubjective and generic subjective levels of sensemaking into account. Chapter two focuses on the literature on communities of practice as self-organising knowledge structures. Three structural aspects of communities of this kind are introduced, namely domain, community and practice. Following Etienne Wenger two additional aspects of communities of practice—namely meaning and identity—are analyzed as these provide the basis for a link to sensemaking theory. In the final part of this chapter the downside of communities of practice is reviewed as they do not only present opportunities but also unique challenges for organisations. Chapter three combines the conclusions from the previous two chapters by interpreting communities of practice from a sensemaking perspective. The seven properties of sensemaking are applied to communities of practice and the role of meaning in communities of practice is viewed through the lens of sensemaking. Furthermore the role communities of practice might play in enhancing the phases of organisational sensemaking is indicated. Chapter four concludes that communities of practice indeed function as sensemaking phenomena in their environments. It is argued that nurturing communities of practice as centres of sensemaking could be advantageous to organisations and recommendations are made on how to best achieve this.

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Branch, Judy. „Cultivating Extension Communities of Practice“. ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/28.

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This study empirically describes and analyzes the characteristics and functionality of the ―Communities of Practice (CoPs)‖ used within eXtension, a new initiative of the Cooperative Extension (CE) system. It also endeavors to lay the foundation for empirical analysis of CoP processes, which to date have been explained almost exclusively using qualitative case study methods. Land-grant universities were founded on the ideals that higher education should be accessible to all, that the university should teach liberal and practical subjects and should share the college's knowledge with people throughout their states. eXtension is an educational partnership of more than 70 land-grant universities. Its reported purpose is to help Americans improve their lives with access to timely, objective, research-based information and educational opportunities accessed through http://www.extension.org . This Web resource is customized with links to state land-grant university CE Web sites. This mixed-method, action research project applied to the virtual environment describes the extent to which people who became part of an eXtension Communities of Practice (XCoPs) reported that they engaged in purposeful cycles of continuous inquiry in dialog, decision, action, and evaluation (DDAE) and the attainment of eXtension‘s goals. An Internet survey obtained descriptive data of members‘ participation within the eight pioneer XCoPs to assess the extent to which each XCoP engaged in the DDAE cycles of inquiry. Analysis of the survey data resulted in the categorization of low-, medium-, and high-level functioning XCoPs. Members of three pioneer XCoPs representing each category (low, medium, high collaboration) participated in online interviews that revealed how CE‘s reward structure, XCoP membership composition, and leader/member skill sets impact XCoP performance in meeting eXtension goals. Two sets of ―best practices‖ for eXtension initiative staff and XCoPs emerge from the discussion of triangulated data.

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Grützner, Ines, Patrick Waterson, Carsten Vollmers, Sonja Trapp und Thomas Olsson. „Requirements Engineering für Communities of Practice“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155494.

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Eine der Herausforderungen des Requirements Engineering (RE) ist, dass bei der Entwicklung eines Software-Systems sowohl die technischen Einzelheiten als auch der Kontext des Einsatzes berücksichtigt werden müssen. Wie schon andere Autoren bemerkt haben, ist RE ein sozio-technisches Unterfangen. Bei der Entwicklung von Desktop-Software zum Beispiel ist zu berücksichtigen, wie der einzelne Benutzer die Anwendung einsetzen wird. Im Bereich Computer Supported Cooperative Work (CSCW) ist der Einsatzkontext komplizierter, da Kommunikation und Interaktion zwischen Benutzern ebenfalls berücksichtigt werden müssen. Bei der Entwicklung einer Community of Practice (CoP) muss der Kontext noch weiter ausgedehnt werden, da Dinge wie Kooperation, Gruppenbildung bzw. Bildung von Netzwerken, Lernen etc. auch in die Anforderungen einfließen.

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Ashton, Stephen D. „From Teams to Communities of Practice“. BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3807.

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This dissertation documents the qualitative study that was conducted with the Ambassador Pilot Program team at Thanksgiving Point Institute; a non-profit farm, gardens, and museum complex and informal learning institution; from the summer of 2011 to the fall of 2012. The Ambassador team was tasked to develop an employee training program. Over time the team members were given more freedom to direct their own course and set their own objectives. To the co-directors of the program it seemed the Ambassadors began to embrace some characteristics common to a community of practice (CoP); however, it remained to be seen how the Ambassadors viewed themselves. Therefore, this research study seeks to answer the following research questions: Did this Ambassador team transform into a CoP or at least the beginnings of a CoP? If so, what contributed to this transformation? And if not, what discouraged this transformation from occurring? To what extent did the Ambassadors become a CoP or not? This dissertation is comprised of two articles. The first article is a literature review of applicable CoP and team literatures that investigate the theoretical underpinnings of the question, "Can a team become a CoP?" Thus far, no documented cases have been found in the literature of teams transforming into CoPs. The second article documents the study that was conducted at Thanksgiving Point with the Ambassador team during the Ambassador Pilot Program. Using qualitative methods including interviews, observations, and document analysis, it was observed that the Ambassador team took on many characteristics of a CoP, including becoming a community of learners, sharing a domain of interest, engaging in a common practice, and evolving organically as directed by the Ambassadors and not the senior management at Thanksgiving Point. Appendices of this dissertation include the following: (a) a literature review similar to the first article but with more content; (b) a detailed methodology plan that outlines the qualitative methods, techniques, and standards that were followed to conduct this study; and (c) the interview protocol used during the study.

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Burkitt, Ian, Charles H. Husband, Jennifer Mackenzie und Alison Torn. „Nurse Education and Communities of Practice“. English National Board for Nursing, Midwifery and Health Visiting, 2001. http://hdl.handle.net/10454/3758.

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No
The processes whereby nurses develop the skills and knowledge required to deliver individualized and holistic care were examined in a 2-year study of nurses in a range of clinical settings and a university department of nursing in England. Members of two research teams of qualified nurses joined various communities of nursing practice as participating members and simultaneously "shadowed" designated nurses. At day's end, shadowers and shadowees reviewed the day's practice in critical incident interviews. The powerful processes of nurse socialization that create a strong core identity of the "good nurse" proved central to understanding the acquisition, use, and protection of nursing skills. Learning to become a nurse was always situated within particular communities of practice. Learning in such contexts, both in clinical and educational settings, entailed not just mastering a range of intellectual concepts but also learning through embodied performances involving engagement and interaction with the community of practice. The following were among the study recommendations: (1) link educational and clinical settings by helping clinical staff understand their collective role in the educational experience; (2) enhance the mentor and assessor functions; and (3) enable, support, and resource time in education for clinicians and time in practice for educators.

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Hirtz, Janine Renee Marie. „Teacher professional development and communities of practice“. Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.

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The larger research project seeks to examine the role of technology and factors that influence its overall use and efficacy in supporting a community of teachers engaged in professional development. This thesis examines factors that appear to influence teacher participation in the online community of practice engaging in an overarching research project conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the Southern Alberta Professional Development Consortium (SAPDC). The two groups are acting in partnership for supporting and sustaining communities of practice in social studies in southern Alberta. SAPDC is allowing teachers release time to engage in the project while TC² is providing professional development for the participant teachers to become proficient at embedding TC² critical thinking tools into their classroom practices. Various technologies are used during this study as part of the design of providing professional development for the participants including supporting an online community presence. The guiding question for this thesis is: In a blended approach of face-to-face and online supported professional development for embedding critical thinking into the new social studies curriculum, what significant factors appear to influence teacher participation in the online community of practice during the first year of the project? Overall results during the first year of this project show that various technologies used during the project are valuable and effective in nurturing this community of practice by enabling and promoting collaboration, communication, and the completion and delivery of products to be used in teaching the new curriculum. I also examine negative factors that appear to prevent some teachers’ technology use and online participation and collaboration during this project. Findings show that there are several significant factors that influence participation in the online community and while some participants are reluctant to engage or enter the online environment, others have emerged as leaders and play a significant role in building and sustaining the community of practice. These results provide critical information about implementing and integrating an online component and using technology to sustain communities of practice engaged in this form of teacher professional development.

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Fortelny, Stephan. „Communicating technical information within communities of practice“. Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23158.

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This thesis is an exploration of how the communication of technical information can be facilitated by practices of collaborative media. While focusing on the domain of bicycles and more specifically on hobbyists working on their bikes, the aim of this study has been to show possible directions for the design of collaborative media for hands-on kind of work environments in general. Two design experiments were carried out in the process. While the first one attempts to connect local work with global resources, the second experiment is more deeply connected to an existing local community of bike enthusiasts and their practices of learning and knowing. Through carrying out the two design experiments, an argument was made that involving existing social structures into collaborative media design solutions is crucial due to the fact that these existing resources are deeply connected to practices of learning and knowing. However, more work needs to be done to generate more detailed solutions for different domains.

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Araya, Rebolledo Jacqueline Paz. „Analysis of scientific virtual communities of practice“. Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/130775.

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Ingeniera Civil Industrial
Las diferentes redes sociales han surgido a partir del sentido común y natural de los humanos por reunirse en torno a un tema, sintiendo que pertenecen a una Comunidad, la cual es representada por una red de relaciones complejas entre las unidades que cambia con el tiempo. Una Comunidad es un grupo de vértices que comparten propiedades comunes y desempeñan un papel similar dentro del grupo, las cuales pueden ser clasificadas como Comunidades de interés, en el que los miembros comparten un interés particular, y Comunidades de práctica, donde los miembros comparten inquietudes, participan y desarrollan un tema volviéndose expertos. Si estas interacciones ocurren sobre plataformas en línea, son llamadas Comunidades virtuales de interés (VCoI) y Comunidades virtuales de práctica (VCoP). El estudio de las Comunidades virtuales (VC) no sólo ayuda a entender su estructura interna, sino que también a descubrir cómo el conocimiento es compartido, los principales miembros, proporcionar herramientas a los administradores para mejorar la participación y asegurar la estabilidad de la comunidad en el tiempo. El área de Análisis de Redes Sociales y de Minería de Datos han estudiado el problema, pero ninguno toma en cuenta el significado del contenido que los miembros de una comunidad generan. Por lo tanto, la principal contribución de este trabajo es tomar en cuenta la semántica de los contenidos creados por los miembros de dos VCoP, así como las propiedades estructurales de las redes que forman, para estudiar la existencia de otros miembros claves, buscar los principales temas de investigación, y estudiar las propiedades de las nuevas redes creadas con contenido. Se utilizó una VCoP científica del área de computación ubicua, y otra del área Web Semántica, considerando como data los autores de los papers aceptados en las conferencias de las comunidades y su contenido. Este trabajo propone dos métodos, el primero, busca representar cada artículo escrito por los miembros por sus Keywords, y el segundo, busca extraer los temas subyacentes de cada paper con el modelo probabilístico LDA. Con el resultado de estos métodos, las interacciones entre autores pueden ser construidas basándose en el contenido en lugar de sólo la relación de coautoría (red base para comparar los métodos). La metodología propuesta es un proceso híbrido llamado SNA-KDD que incluye la extracción y procesamiento de datos de texto, para su posterior análisis con SNA para descubrir nueva información, utilizando teoría de grafos, algoritmos de clasificación (HITS y PageRank) y diferentes medidas estructurales para redes. Los resultados muestran que las redes científicas en estudio pueden ser modeladas como VCoPs usando la metodología SNA-KDD usando teoría de grafos. Esto queda evidenciado en los resultados de la métrica Modularidad, obteniendo valores sobre 0,9 en la mayoría de las redes, lo que indica una estructura de comunidad. Además, los métodos propuestos para introducir el contenido generado por sus miembros, Keywords y Modelo de Tópicos LDA, permite reducir la densidad de todas las redes, eliminando relaciones no relevantes. En la red de Computación Ubicua, con 1920 nodos, se redujo de 5.452 arcos a 1.866 arcos para método de Keywords y a 2.913 arcos para modelo LDA; mientras que en la red de Web Semántica permitió reducir de 20.332 arcos a 13.897 arcos y 8.502 arcos, respectivamente. La detección de miembros claves se realizó contra una comparación de los autores más prominentes del área según las citaciones en Google Scholar. Los resultados indican que la mejor recuperación de miembros claves se da en el método de tópicos por LDA con HITS para el primer dataset, para el segundo se da en Keywords, tanto en métricas de Recall como en Precision.

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Bücher zum Thema "Scholarly communities of practice"

Imel, Susan. Learning communities/communities of practice. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.

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Henschel, Alexander. Communities of Practice. Wiesbaden: Deutscher Universitätsverlag, 2001. http://dx.doi.org/10.1007/978-3-663-19810-9.

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McDonald, Jacquie, und Aileen Cater-Steel, Hrsg. Communities of Practice. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2879-3.

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Scholarly practice, participatory design and the extensible catalog. Chicago: Association of College and Research Libraries, 2011.

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Samaras, Anastasia P., Anne R. Freese, Clare Kosnik und Clive Beck, Hrsg. Learning Communities In Practice. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8788-2.

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Jones, Oswald, PingPing Meckel und David Taylor. Creating Communities of Practice. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62962-5.

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Ludwig, Jurgen. Handbook of Autopsy Practice. Totowa: Humana Press, Inc, 2002.

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The digital scholar: How technology is transforming scholarly practice. London: Bloomsbury Academic, 2011.

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Scholarly editing in the computer age: Theory and practice. Athens: University of Georgia Press, 1986.

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Scholarly editing in the computer age: Theory and practice. 3. Aufl. Ann Arbor: University of Michigan Press, 1996.

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Buchteile zum Thema "Scholarly communities of practice"

Lin, Lili, Zhuoming Xu, Yuanhang Zhuang und Jie Wei. „Evaluating the Academic Performance of Institutions within Scholarly Communities“. In The Emergence of Digital Libraries – Research and Practices, 76–86. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12823-8_9.

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Williams, Melanie. „Framing Scholarly Practice“. In The Study of Food, Tourism, Hospitality and Events, 13–24. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0638-9_2.

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Bartunek, Jean M., und Sara L. Rynes. „Scholarly Conflict in Practice“. In Leading Through Conflict, 65–84. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1007/978-1-137-56677-5_4.

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Grimshaw, Anna. „Undisciplined Practice“. In The Future of Scholarly Writing, 155–68. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137505965_12.

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Liu, Ming, Yang Chen, Bo Lang, Li Zhang und Hongting Niu. „Identifying Scholarly Communities from Unstructured Texts“. In Web and Big Data, 75–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96890-2_7.

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Vahdati, Sahar, Guillermo Palma, Rahul Jyoti Nath, Christoph Lange, Sören Auer und Maria-Esther Vidal. „Unveiling Scholarly Communities over Knowledge Graphs“. In Digital Libraries for Open Knowledge, 103–15. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00066-0_9.

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Starr, Harvey. „A Scholarly Biography“. In SpringerBriefs on Pioneers in Science and Practice, 2–21. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13850-3_1.

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Sadler, Troy D. „Communities of Practice“. In Encyclopedia of Science Education, 178–82. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_97.

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Schiavone, Francesco. „Communities of Practice“. In Communities of Practice and Vintage Innovation, 25–49. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-01902-4_2.

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Ratten, Vanessa. „Communities of Practice“. In Sports Technology and Innovation, 95–111. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-75046-0_6.

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Konferenzberichte zum Thema "Scholarly communities of practice"

Tansey, Lorraine. „Encountering difficult knowledge: Service-learning with Sociology and Political Science undergraduates“. In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.27.

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Community based learning or service learning is a dynamic pedagogical opportunity for students to engage with their discipline in light of social concerns. This presentation will share the key challenges sociology students and lecturer encounter when working with charities and nonprofits with social justice missions. Students are asked to face what Pitt and Britzman (2003) call “difficult knowledge” in classroom readings and discussions on complicity to poverty and racism. The community engagement experience with local charities allows for a dialogue with the scholarly literature grounded in practical experience. Sociology students are challenged to see the institutional and wider structural inequalities upstream while working in community with a direct service role downstream. Taylor (2013) describes student engagement within this type of teaching tool that is critical of the status quo. Hall et al. (2004) argue that the classroom is best placed to navigate this new terrain whereas student volunteering independently might not facilitate reflection and academic literature. Students with a wide variety of needs engage with communities in different ways and lecturers may need to adjust and demonstrate flexibility to facilitate all learning environments.

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Zhou, Quan, Xiuzhen Chen und Changsong Chen. „Authoritative Scholarly Paper Recommendation Based on Paper Communities“. In 2014 IEEE 17th International Conference on Computational Science and Engineering (CSE). IEEE, 2014. http://dx.doi.org/10.1109/cse.2014.284.

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Mojta, Debbie. „Communities of practice“. In the 32nd annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1027802.1027811.

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Cartelli, Antonio. „Semantics Ontologies and Information Systems in Education: Concerns and Proposals“. In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2975.

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The author describes his experience with students interacting with some websites he made for didactics and research and how this led him to an appreciation for the need for better searching tools and strategies for education. The students’ difficulties emerging from the above observations were a special case of the more general problem evidenced from people while searching information on the web. Semantic web is then discussed as a way to help people overcome their difficulties in using the web to gain knowledge. The paper describes some models for knowledge construction and analyzes them in terms of their suitability as instruments for the introduction of semantics on the web. The paper then provides evidence regarding some limits for the systematic use of semantic search engine and ontology domain systems in everyday teaching and knowledge construction. Finally, the paper reports and explains a hypothesis of an information system for building communities of practice and letting them work on the construction of domain ontology. The paper concludes that this construct is well adapted to the model for knowledge construction firstly hypothesized, and can give good results in teaching-learning planning and carrying out and in helping scientists and scholars to analyze scientific paradigms and to find new trends for research.

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Feldman, J., D. Lee und D. Thaw. „Communities of practice environment“. In INTERNET SOCIETY 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/is060221.

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Brunhaver, Samantha R., Brent K. Jesiek, Alexandra Coso Strong, Russell Korte und Reed Stevens. „Research on Engineering Practice: Catalyzing a Scholarly Community“. In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658964.

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Tshotetsi, Lumbani, Pieter Du Toit, Sabatine Carvalio, Melissa Olifant und Bonolo Mpholo. „SCHOLARLY COMMUNITY OF PRACTICE: PRACTICE WHAT YOU PREACH. RECIPROCAL PROFESSIONAL LEARNING AS CUTTING-EDGE PRACTICE“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2272.

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Pappas, Nikos, Polyxeni Arapi, Nektarios Moumoutzis und Stavros Christodoulakis. „Supporting learning communities and communities of practice with Coursevo“. In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942862.

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Parinov, Sergey, und Victoria Antonova. „Global Scholarly Collaboration: From Traditional Citation Practice to Direct Communication“. In 22nd International Conference on Electronic Publishing. OpenEdition Press, 2018. http://dx.doi.org/10.4000/proceedings.elpub.2018.24.

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Sarirete, Akila, und Tayeb Brahimi. „Enabling communities of practice within MOOCs“. In 2014 International Conference on Web & Open Access to Learning (ICWOAL). IEEE, 2014. http://dx.doi.org/10.1109/icwoal.2014.7009232.

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Berichte der Organisationen zum Thema "Scholarly communities of practice"

Gordon, Eleanor, und Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.

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Tofaris, Elizabeth, Hrsg. ESRC-FCDO Research for Policy and Practice: Education Accountability Relationships Between Schools, Communities, and Government in India. REAL Centre, University of Cambridge and The Impact Initiative, September 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii353.

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Sri, B. Translating medical evidence into practice: Working with communities and providers to promote active management of the third stage of labour. Population Council, 2009. http://dx.doi.org/10.31899/rh5.1020.

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Walsh, Alex, und Ben Hassine. Mediation and Peacebuilding in Tunisia: Actors and Practice. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/k4d.2021.061.

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This Helpdesk Report is part mapping of the mediation and peacebuilding actors in Tunisia and part review of the available literature. There are a host of governmental and non-governmental organisations (NGOs) that are involved in the mediation of conflicts and peacebuilding, both in formal and informal ways. There is overlap in the principles and goals of peacebuilding and mediation; many organisations conduct both practices, intermingling them. Local, regional, national and international actors have applied mediation and peacebuilding to many different types of conflict in the past decade in Tunisia, involving varied parties. The case studies included in this rapid review cover conflicts relating to labour and the economy, the environment, basic services, constitutional/political disputes, and women’s rights. They involve local communities, the unemployed national and regional trade unions, civil society organisations (CSOs), national utility and mineral companies, and political parties.

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Boerema, Eelke, Herman Brouwer, Charleen Malkowsky und Gerrit-Jan van Uffelen. A learning journey guide for building food system resilience in protracted crises to improve food and nutrition outcomes : A toolbox for FNS-REPRO communities of practice. Wageningen: Wageningen Centre for Development Innovation, 2021. http://dx.doi.org/10.18174/543733.

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Harris, Jody, Sarah Gibbons, O’Brien Kaaba, Tabitha Hrynick und Ruth Stirton. A ‘Right to Nutrition’ in Zambia: Linking Rhetoric, Law and Practice. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.051.

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Zambians in all walks of life are affected by malnutrition, and working through human rights is one key way to address this injustice. Based on research aiming to understand how a ‘right to nutrition’ is perceived by different actors globally and in Zambia, this brief presents a clear framework for a rights-based approach to nutrition in Zambia. This framework identifies rhetorical, legal and practical functions of human rights, and offers a way to think through clearly how different actors might work on the different aspects of rights. Addressing these three aspects of a right to nutrition all together – instead of by very separate constituencies as happens now – is fundamental to a coherent rights-based approach to nutrition. This brief outlines which actors need to come together – from law and policy, activism and communities, across global, national and local levels – and suggests how to start. It lays out the Zambian policy, legal and practical environment as it stands, and suggests actions to move forward in each of these areas in ways that are consistent with the different aspects of rights. Through these steps, Zambia can become known as a hub of action on a right to nutrition, to join with others in using human rights to address the injustice of malnutrition.

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Saunders, Joss. COVID-19 and Key Human Rights Principles in Practice: State obligations and business’ responsibilities in responding to the pandemic. Oxfam, August 2020. http://dx.doi.org/10.21201/2020.6331.

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The COVID-19 pandemic is exacerbating existing human rights violations, and enabling others. However, it is also stimulating opportunities to further the human rights agenda. A robust framing is needed to hold duty bearers to account, and to help governments and communities to build back better. This paper provides an overview of the issues through the lens of 5 key human rights principles. It uses a human rights framing to assist governments, business and civil society to understand their obligations and ways they can help manage the impacts of the pandemic. This is an advance version of the paper for discussion. The paper will be revised to take account of comments and a final version will be published in the coming months.

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Halford, Alison. Building Capacity: HEED Slills Audit and Recommendations. Coventry University, März 2021. http://dx.doi.org/10.18552/heed/2021/0002.

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This report aims to explore how HEED approached and delivered capacity building for the research team, project partners and the communities the team worked within Rwanda and Nepal. This report's purpose is threefold: first, to be evidential on how HEED planned, delivered and captured impact around capacity building so similar projects can develop best practice when skills development is a key deliverable. Second, to encourage other energy projects to document the impact produced by researchers and practitioners' involvement while working with communities. Therefore, to recognise the tacit and dynamic aspects of knowledge production, not only the more explicit aspects. Third, suggest recommendations to support a skills-led approach to capacity building that provides personal and professional development opportunities to deepen knowledge production and impact.

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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, Mai 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, Juli 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).

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