Etienne and Beverly Wenger-Trayner conduct a workshop on evaluating the value of learning in communities.
- Showing the value of learning → not an easy task
- Evaluation framework
- Notion of CoP → something you already know
- Goes back to ‘people in caves’ → they acted as a CoP
- Intensity to it; not just chit chat
- Learning often see as ‘classroom’, where teacher ‘imparts’ knowledge → does not reflect how we’ve been learning historically
- Response to the difficulty in showing the value that CoPs create
- Measuring the value of learning that happens in a CoP
- How do you show causality?
- 7 different types of value
- Goal is developing capability, rather than specific outcome
- Language Centre example
- Is a department a CoP? Depends on how they interact with each other
- It is not about size, but about learning partnerships
- CoPs are not ‘a particular technique’
- One of the dangers → they can become insular, in-bound focused
- Helping each other deal with the circumstances under which we do our practice
- Sometimes CoPs are spontaneous
- How can they be cultivated?
- ‘Quality assurance’ in numbers (through community)
- Practice creates boundaries around ‘community’
- Importance of language of a community; not necessarily verbal
- Example of the science community’s process of peer review (very formal)
- World Bank example → shift in thinking about learning, away from vertical view of knowledge transmission
- How would you ‘break down’ CoPs
- Create ‘boundary encounters’ (permeable boundaries)
- Importance of identity
- Life of CoP evolves over time
- Changing technology and paradigm shifts
- Boundary work is very important and productive, but difficult
- Is there a boundary problem that both communities would benefit from?
- You can enter the model at any stage
- Articulating aspirations is important
- Enabling conditions
- Transformative value → how do you capture this?
Updated on 21 October 2023, 11:32 PM; 1809 page visits from 27 May 2016 to 10 December 2024
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