Relevant bibliographies by topics / Communities of practice

Academic literature on the topic 'Communities of practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Communities of practice"

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Pyrko, Igor, Viktor Dörfler, and Colin Eden. "Communities of practice in landscapes of practice." Management Learning 50, no. 4 (July 15, 2019): 482–99. http://dx.doi.org/10.1177/1350507619860854.

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The original formulation of communities of practice primarily focused on describing how learning, meaning, and identity within a community can translate into a sustained practice. Wenger-Trayner et al. elaborated the concept of landscapes of practice to describe how different communities of practice may interact, and belong to broader landscapes of practice, rather than rely exclusively on their own local situated practices. In this conceptual article, we apply the perspective of landscapes of practice to organizations. The first part of our argument is descriptive, and is aimed at developing a model of landscapes of practice in organizations. With regard to this model, we propose that practices can be seen as multilevel, including local situated practices, generic practices, and cultural fields. This, in turn, helps to clarify and organize a number of central concepts within the practice literature. The second part of our argument is prescriptive, as we suggest that landscapes of practice call for triple-legitimization of situated learning, meaning that legitimization is not only needed at the level of community and organization, but also by attending to the dynamically changing epistemic texture of the landscapes.
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Gammelgaard, Jens, and Thomas Ritter. "Virtual Communities Practice." International Journal of Knowledge Management 4, no. 2 (April 2008): 46–61. http://dx.doi.org/10.4018/jkm.2008040104.

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Sauve, Eric. "Communities of practice." eLearn 2007, no. 4 (April 1, 2007): 2. http://dx.doi.org/10.1145/1266879.1266883.

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Greenhalgh, T. "Communities of practice." BMJ 343, no. 23 2 (November 23, 2011): d7609. http://dx.doi.org/10.1136/bmj.d7609.

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Au, Kathryn H. "Communities of Practice." Journal of Teacher Education 53, no. 3 (May 2002): 222–27. http://dx.doi.org/10.1177/0022487102053003005.

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Wesley, Patricia W., and Virginia Buysse. "Communities of Practice." Topics in Early Childhood Special Education 21, no. 2 (April 2001): 114–23. http://dx.doi.org/10.1177/027112140102100205.

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MARASCO, CORINNE. "COMMUNITIES OF PRACTICE." Chemical & Engineering News 86, no. 36 (September 8, 2008): 63–76. http://dx.doi.org/10.1021/cen-v086n036.p063.

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Denscombe, Martyn. "Communities of Practice." Journal of Mixed Methods Research 2, no. 3 (July 2008): 270–83. http://dx.doi.org/10.1177/1558689808316807.

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Jenkins, Karen. "Communities of practice." Journal of Kidney Care 8, no. 6 (November 2, 2023): 296–98. http://dx.doi.org/10.12968/jokc.2023.8.6.296.

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Ishiyama, Nobutaka. "How can brokers in external communities of practice introduce external practices into internal communities of practice?" Japanese Journal of Administrative Science 26, no. 2 (2013): 115–32. http://dx.doi.org/10.5651/jaas.26.115.

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Dissertations / Theses on the topic "Communities of practice"

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Borzillo, Stefano. "Communities of practice to actively manage best practices." Wiesbaden : Deutscher Universitäts-Verlag, 2007. http://dx.doi.org/10.1007/978-3-8350-9609-7.

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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, and 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, and 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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Cox, Graham. "Communities of practice : learning in progressive ensembles." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4711/.

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This study examines the learning of ensemble skills by young musicians in progressive ensembles. Data collection took place in three music centres which form part of an LEA music service's ensemble provision. This study uniquely approaches ensembles as'socio-musical' phenomena. It finds description and explanation in the constantly changing and developing socio-musical interactions that form ensembles. Using an ethnographic approach it examines the practice of ensembles that are part of musical learning pyramids, through the eyes and actions of the ensemble members. There is an examination of ensemble membership and the social structures and interactions that form ensembles. This study explores, and for the first time identifies, a set of ensemble specific skills. These are the skills that a musician uses to negotiate, integrate and cooperate with other participants in the production of ensemble performance. It goes on to examine how ensemble specific skills are acquired and suggests that the learning process is one of serial performative responsibility transfer created within stratified centripetal progression. New, or novice, members of an ensemble start by participating at a peripheral level leaving it to others to take performative responsibility for the production of a negotiated collaborative realization of the musical intentions of the composer. This study has been influenced by the work of Lave and Wenger and social theories of learning. However, it departs from these theories by suggesting that the learning process within an ensemble is responsibility led and stratified.
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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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Pyrko, Igor. "Thinking together : making communities of practice work." Thesis, University of Strathclyde, 2014. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=24650.

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This thesis develops the founding elements of the concept of Communities of Practice (CoPs) by elaborating on the learning processes happening at the heart of such communities. In particular, it provides a consistent perspective on the notions of knowledge and of knowledge sharing that is compatible with the 'DNA' of this concept, i.e. learning entailing an investment of identity and a social formation of a person. It does so by drawing richly from the work of Michael Polanyi and his conception of Personal Knowledge, and thereby it clarifies the scope of CoP, it 'brings knowledge back' into CoPs as a technical term, and it offers a number of new insights into how to make such social structures 'work' in professional settings. The first part of the research design is a review of literature in the broadly understood area of organisational knowledge and learning, followed by a synthesis, which yields conceptual results. The empirical part is a qualitative study in NHS Scotland that is structured around three cases: in the areas of dementia, formal networks, and sepsis. The empirical material is directly analysed and presented using cognitive mapping, following a SODA protocol, which is so far utilised primarily in management consultancy with executive teams, and thereby this methodological approach contributes to the pool of available academic research methods. There are two main contributions of this thesis; each of these has implications both for scholarly knowledge as well as practice. The first one stems from an idea of the process of thinking together which is conceptualised as people mutually guiding each other through their understandings of the same problems in their mutual area of interest, and this way indirectly sharing tacit knowledge. It is argued that it is this process that essentially brings CoPs to life, rather than for example trying to 'set up' a community first. Thinking together can therefore be used as a simple yet conceptually in-depth point of focus which shows that the central aspect of fostering CoPs is to build fertile avenues for people to engage regularly in that trans-personal and often trans-organisational process, and therefore it emphasises the dynamic and process-driven nature of such communities. The second main contribution is a further elaboration of the thinking together process, which leads to a sharper view of trans-organisational knowledge where organisations learn as people engage in organic learning partnerships and thereby they share and preserve tacit knowledge that can never be fully converted into an explicit form. As such trans-organisational thinking together can be more intensive and more demanding in time or knowledge than for example a casual exchange of facts or a transfer of written documentation, cultivating CoP can be an expensive endeavour which may require careful planning and triple-legitimisation at multiple levels that needs to be looked at holistically and beyond official organisation al structures.
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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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Books on the topic "Communities of practice"

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

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Schaefer, Kerrie. Communities, Performance and Practice. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95757-5.

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Samaras, Anastasia P., Anne R. Freese, Clare Kosnik, and Clive Beck, eds. 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, and 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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1949-, Barton David, and Tusting Karin 1973-, eds. Beyond communities of practice. Cambridge, U.K: Cambridge University Press, 2006.

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Beinhauer, Malte. Knowledge communities. Lohmar: Eul, 2004.

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Borzillo, Stefano. Communities of Practice to Actively Manage Best Practices. Wiesbaden: Deutscher UniversitSts-Verlag | GWV Fachverlage GmbH, Wiesbaden, 2007.

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Ilie, Cornelia, and Giuliana Garzone, eds. Argumentation across Communities of Practice. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.10.

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Book chapters on the topic "Communities of practice"

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Yu, Chuan. "Communities, online communities, and communities of practice." In Online Collaborative Translation in China and Beyond, 37–60. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003024200-3.

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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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Sadler, Troy D. "Communities of Practice." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_97-2.

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de Paiva Duarte, Fernanda. "Communities of Practice." In Encyclopedia of Corporate Social Responsibility, 399–403. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-28036-8_644.

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Kaufmann, Margrit E. "Communities of Practice." In Forschendes Lernen in den Geisteswissenschaften, 169–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21738-9_9.

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Squires, Susan, and Michael L. Van De Vanter. "Communities of Practice." In A Companion to Organizational Anthropology, 289–310. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118325513.ch14.

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Henschel, Alexander. "Communities of Practice." In Communities of Practice, 40–90. Wiesbaden: Deutscher Universitätsverlag, 2001. http://dx.doi.org/10.1007/978-3-663-19810-9_2.

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Agrifoglio, Rocco. "Communities of Practice." In Knowledge Preservation Through Community of Practice, 25–46. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22234-9_2.

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Ataizi, Murat. "Communities of Practice." In Encyclopedia of the Sciences of Learning, 654–58. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_2075.

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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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Conference papers on the topic "Communities of practice"

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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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Feldman, J., D. Lee, and 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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Drouin, Steven. "Micro-Communities of Practice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570715.

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McEntee, Kate. "Communities of Practice: Doing Design Differently." In Pivot 2021 Dismantling/Reassembling: Tools for Alternative Futures. Design Research Society, 2021. http://dx.doi.org/10.21606/pluriversal.2021.0002.

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This paper reflects on the role of communities of practice in building and supporting critical alternatives to conventional, Dominant Design (Akama, 2021; Rosner, 2018). Dominant Design refers to design practices cultivated within our industrialised, imperialist, patriarchal, capitalist modernity. Discourses and practices addressing this include decolonising design, stemming from modernity/coloniality critique and Indigenous knowledge systems, and anti-oppressive frameworks for design, based in anti- racism and Black feminist scholarship. These discourses at the margins of the dominant discourse and practice recognise the need for critical alternatives to design practices (Abdulla et al., 2019; Costanza-Chock 2018; Mignolo 2007; Schultz et al., 2018). This paper considers communities of practice as one way of practicing with the challenges of overwhelm, fear and lack of understanding and resources when pursuing decolonising and anti-oppression discourse and practice. The paper discusses the importance of practice as an ethic, and the role of spaces for rehearsing, experimenting with new types of doing, while being held accountable in community.
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Terveen, Loren. "Session details: Communities of practice." In C&T '09: Communities and Technologies. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3247389.

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Nthia, Josephine. "Are ships communities of practice?" In International Maritime Lecturers' Association. Seas of transition: setting a course for the future. World Maritime University, 2021. http://dx.doi.org/10.21677/imla2021.10.

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Tuncer, Bige, and Sevil Sariyildiz. "Facilitating Architectural Communities of Practice." In eCAADe 2010: Future Cities. eCAADe, 2010. http://dx.doi.org/10.52842/conf.ecaade.2010.707.

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Tuncer, Bige, and Sevil Sariyildiz. "Facilitating Architectural Communities of Practice." In eCAADe 2010: Future Cities. eCAADe, 2010. http://dx.doi.org/10.52842/conf.ecaade.2010.707.

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Pappas, Nikos, Polyxeni Arapi, Nektarios Moumoutzis, and 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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Singer, Leif. "Towards communities of practice for mashups." In the 3rd and 4th International Workshop. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1944999.1945011.

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Reports on the topic "Communities of practice"

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Adam, Taskeen, and Laila Friese. A Guide to Communities of Practice. Why use them and what role can EdTech play? EdTech Hub, January 2024. http://dx.doi.org/10.53832/edtechhub.1014.

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Kapp, Julie M., Ryanne Despain, Kristi Ressel, and Kathleen Quinn. Missouri Research-Extension (MO-RE) protocol to accelerate the translation of science to communities. University of Missouri, 2022. http://dx.doi.org/10.32469/10355/98962.

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This project is designed to strengthen the bridge between research and practice through which leading science developed throughout the University of Missouri system (UM) is delivered to its communities, particularly in rural areas. MU Extension’s delivery systems offer immense potential for knowledge translation given they reach every community in the state, but there are infrastructure barriers connecting research to practice that require intentionality before these systems can realize their potential. A focus area of the work is closing the health and health care equity gap with high-touch community health approaches delivered through Extension educational programs that link Missouri communities with university research. The protocol’s creation represents the confluence of research and scholarship, clinical training and practice, and public and community health needs. [Excerpted paragraph from p. 6]
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Tofaris, Elizabeth, ed. 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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Gertler, Paul, Sebastian Martinez, Laura B. Rawlings, Patrick Premand, and Christel M. J. Vermeersch. Impact Evaluation in Practice: Second Edition. Inter-American Development Bank, September 2016. http://dx.doi.org/10.18235/0006529.

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The second edition of the Impact Evaluation in Practice handbook is a comprehensive and accessible introduction to impact evaluation for policy makers and development practitioners. First published in 2011, it has been used widely across the development and academic communities. The book incorporates real-world examples to present practical guidelines for designing and implementing impact evaluations. Readers will gain an understanding of impact evaluations and the best ways to use them to design evidence-based policies and programs. The updated version covers the newest techniques for evaluating programs and includes state-of-the-art implementation advice, as well as an expanded set of examples and case studies that draw on recent development challenges. It also includes new material on research ethics and partnerships to conduct impact evaluation. The handbook is divided into four sections: Part One discusses what to evaluate and why; Part Two presents the main impact evaluation methods; Part Three addresses how to manage impact evaluations; Part Four reviews impact evaluation sampling and data collection. Case studies illustrate different applications of impact evaluations. The book links to complementary instructional material available online, including an applied case as well as questions and answers. The updated second edition will be a valuable resource for the international development community, universities, and policy makers looking to build better evidence around what works in development.
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Walsh, Alex, and 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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Gorman- Murray, Andrew, Jason Prior, Evelyne de Leeuw, and Jacqueline Jones. Queering Cities in Australia - Making public spaces more inclusive through urban policy and practice. SPHERE HUE Collaboratory, November 2022. http://dx.doi.org/10.52708/qps-agm.

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Building on the success of a UK-based project, Queering Public Space (Catterall & Azzouz 2021), this report refocuses the lens on Australian cities. This is necessary because the histories, legacies and contemporary forms of cities differ across the world, requiring nuanced local insight to ‘usualise’ queerness in public spaces. The report comprises the results of a desk-top research project. First, a thematic literature review (Braun & Clarke 2021) on the experiences of LGBTIQ+ individuals, families and communities in Australian cities was conducted, identifying best practices in inclusive local area policy and design globally. Building upon the findings of the literature review, a set of assessment criteria was developed: – Stakeholder engagement; – Formation of a LGBTIQ+ advisory committee; – Affirming and usualising LGBTIQ+ communities; – Staff training and awareness; and – Inclusive public space design guidelines
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Ginn, Thomas, ed. JDC Quarterly Digest on Labor Market Access and Outcomes for Refugees. World Bank - UNHCR Joint Data Center on Forced Displacement, January 2023. http://dx.doi.org/10.47053/jdc.300123.

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Refugees’ right to work is protected by international law but often violated in practice. This Digest discusses the barriers that host governments impose on refugees’ labor market access and reviews the academic research on the effects of these policies and practices have on refugees and host communities. As expected, barriers like employment bans significantly harm refugees’ living conditions in most contexts where research is available. However, the evidence also suggests that most segments of the host communities benefit little and may in fact be harmed by restrictions on refugees’ work.
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Potts, Tavis, Paul Dargie, Maren Mitchell, Daria Shapovalova, and John Bone. Climate Assemblies and Deliberative Democracy: A Global Best Practice Review. University of Aberdeen, 2024. http://dx.doi.org/10.57064/2164/23210.

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With climate change policies increasingly used as a tool for further political polarisation, it is important to explore tools that could help bring the public on board with climate ambition. Climate assemblies, if done to a high standard, can increase community empowerment while rebuilding legitimacy within policy-making from the view of the general public. Whilst climate assemblies are important it is also vital to research theoretical approaches as well as real-world experience of climate assemblies to develop better understanding of how assembly outputs can effectively develop and legitimise climate policy and support participatory democracy. This report is developed by the Just Transition Lab at the University of Aberdeen. It is part of the Just Transition Communities Project led by North East Scotland Climate Action Network Hub and funded by the Scottish Government Just Transition Fund. The project plans to explore how communities in the North East Scotland can be involved in and drive the process of designing, creating, and delivering a just transition. This report aims to inform future climate assemblies initiatives, leading to increased community participation in climate change mitigation and adaptation policy. This report provides a literature review as an introduction to deliberative democracy and climate assemblies. It examines theory and practice in all the relevant aspects of using climate assemblies to increase public awareness of climate change, aid climate policy-making, and increasing the legitimacy and public acceptance of current and future policies. From the design of climate assemblies to participant recruitment, scale, and outcomes – this report provides an overview of theoretical approaches and 14 case studies of climate assemblies to present a rounded view of deliberative democracy in practice.
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Chaudhary, R. P., S. H. Bhattarai, G. Basnet, K. P. Bhatta, Y. Uprety, L. D. Bhatta, R. Kotru, B. N. Oli, S. Khanal, and U. R. Sharma. Traditional Practice and Knowledge of Indigenous and Local Communities in Kailash Sacred Landscape, Nepal; ICIMOD Working Paper 2017/1. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.700.

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Chaudhary, R. P., S. H. Bhattarai, G. Basnet, K. P. Bhatta, Y. Uprety, L. D. Bhatta, R. Kotru, B. N. Oli, S. Khanal, and U. R. Sharma. Traditional Practice and Knowledge of Indigenous and Local Communities in Kailash Sacred Landscape, Nepal; ICIMOD Working Paper 2017/1. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.700.

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