Matthew J. Vannice's List: Communities of Practice

• The only people who can form a community are the members themselves as a collectivity.
• The first step is to have a series of conversations with potential members. What issues and challenges are they facing? Do they interact with others facing similar issues and challenges? Do they think it would help to make such interactions more sustained and systematic?
• The second step, which often happens in the context of the first one, is to find some potential members who are willing to join you in your vision of a community of practice and to invest their own identities as practitioners in making this happen.
• The third step, assuming the first two have yielded positive results, is to engage a dedicated core group from the second step in designing a process by which the community can get going. Often this will entail organizing a launch event. But in some cases, it could just entail starting working on an issue and letting the process attract others. The level of visibility of the launch process will depend on the degree to which it can build on existing identities associated with the domain of the community.

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• Etienne Wenger is considered to be a leader in the field. In his and others’ writings about communities of practice, deep collaboration around practice is a central characteristic. Members of communities of practice share a common concern for what it is that they do (Wenger, 1998). With that common concern, members interact and share stories of practice (Iverson & McPhee, 2002) with the goal of improving practice by collaboratively constructing knowledge (Wenger, 1998).
• theories of situated learning are found in communities of practice where learning and practice go hand-in-hand in a social environment and where discussions of practice among experts are indispensable to novice practitioners.
• Cognitive apprenticeship theory, which proposes professional learning in authentic workplace environments (Collins, Brown, & Newman, 1989) and collaborative learning between novice and expert, is evident.

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• In the case of Twitter, the needs and goals of users have transformed a simple status updating software into a versatile networking and learning tool used by an estimated three million people.
• Antenos-Conforti, E. (2009). Microblogging on Twitter: Social networking in intermediate Italian classes. In L. Lomicka, & G. Lord (Eds.), The next generation: Social networking and online collaboration in foreign language learning, (pp. 59 ff. ) CALICO – The Computer Assisted Language Instruction Consortium.
• Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. H. Jonassen, S. M. Land, D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments, (pp. 25-55). Mahwah, NJ US: Lawrence Erlbaum Associates Publishers.
• Brown, J. S., & Duguid, P. (1993). Stolen knowledge. Educational Technology, 33(3), 10-15. Retrieved September 30, 2009 from http://www2.parc.com/ops/members/brown/papers/stolenknow.html
• Comas-Quinn, A., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: Making the most of informal and situated learning opportunities. ReCALL, 21(1), 96-112.
• Costa, C., Beham, G., Reinhardt, W., & Sillaots, M. (2008). Microblogging in technology enhanced learning: A use-case inspection of PPE summer school 2008. Retrieved September 30, 2009 from http://togather.eu/handle/123456789/365
• Cousin, G. & Deepwell, F. (2005). Designs for network learning: A communities of practice perspective. Studies in Higher Education, 30(1), 57-66.
• Dennen, V. P. (2008). Pedagogical lurking: Student engagement in non-posting discussion behavior. Computers in Human Behavior, 24(4), 1624-1633.
• Dunlap, J., & Lowenthal, P. (2009). Tweeting the night away: Using Twitter to enhance social presence. Journal of Information Systems Education, 20(2)
• Gannon-Leary, P. & Fontainha, E. (2007). Communities of practice and virtual learning communities: Benefits, barriers and success factors. ELearning Papers, (5) Retrieved September 30, 2009 from www.elearningeuropa.info/files/media/media13563.pdf
• Godwin-Jones, R. (2008). Emerging technologies mobile computing trends: Lighter, faster, smarter. Language Learning & Technology, 12(3), 3. Retrieved September 30, 2009 from http://llt.msu.edu/vol12num3/emerging.pdf
• Grosseck, G. & Holotescu, C. (2009). Using microblogging in education: Case study cirip.ro. Paper presented at the 6th Conference on e-Learning Applications, 6th Conference on e-Learning Applications, January 10-12, 2009, Cairo. Retrieved September 30, 2009 from http://www.scribd.com/doc/8551345/Using-microblogging-in-education-Case-Study-Ciripro

• Gunawardena, C. N., Hermans, M. B., Sanchez, D., Richmond, C., Bohley, M., & Tuttle, R. (2009). A theoretical framework for building online communities of practice with social networking tools. Educational Media International, 46(1), 3-16.

   
• Hanh, T. N. & Kellogg, G. (2005). Emergent identities in on-line discussions for second language learning. Canadian Modern Language Review, 62(1), 111-136.

• Hodgkinson-Williams, C., Slay, H., & Siebörger, I. (2008). Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology, 39(3), 433-442.

   

• Honeycutt, C., & Herring, S. (2009). Beyond microblogging: Conversation and collaboration via Twitter.

   
• Hung, D. (2002). Forging links between ‘communities of practice’ and schools through online learning communities: Implications for appropriating and negotiating knowledge. International Journal on E-Learning, 1(2), 23-33.
• Hung, D. W. L., & Der-Thanq, C. (2001). Situated cognition, vygotskian thought and learning from the communities of practice perspective: Implications for the design of web-based E-learning. Educational Media International, 38(1), 3-12.
• Hung, D., & Nichani, M. (2002). Differentiating between communities of practice (CoPs) and quasi-communities: Can CoPs exist online? International Journal on E-Learning, 1(3), 23-29.
• Java, A., Song, X., Finn, T., & Tseng, B. (2009). Why we Twitter: Understanding microblogging usage and communities. Paper presented at the Proceedings of the Joint 9th WEBKDD and 1st SNA-KDD Workshop 2007. Retrieved September 30, 2009, from http://ebiquity.umbc.edu/paper/html/id/367/Why-We-Twitter-Understanding-Microblogging-Usage-and-Communities

• Johnson, C. M. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4, 45 – 60.

   

• Johnson, L., Levine, A., Smith, R., & and Smythe, T. (2009). Horizon report: 2009 K-12 edition.

   

• Johnson, S. (2009, June 5, 2009). How Twitter will change the way we live. Time, Retrieved September 30, 2009, from http://www.time.com/time/business/article/0,8599,1902604,00.html

   

• Joly, K. (2009). Should you Twitter? University Business, 12(1), 39-40.

   

• Kroski, E. (2008). Twitter tools & mashups. School Library Journal, 54(7), 34-34.

   

• Lave, J., & Wenger, E. C. (1991). Situated learning: Legitimate peripheral participation. New York, NY: Cambridge University Press.

   
• Lipka, S. (2009). Colleges using technology to recruit students try to hang on to the conversation. The Chronicle of Higher Education, Today’s News Retrieved September 30, 2009, from http://chronicle.com/article/Admissions-Offices-Struggle/47230/

• Mansfield, H. (2009). 10 Twitter tips for higher education. University Business, 12(5), 27-28.

   
• McLeay, J. (2009) The open classroom blog, 10/22/08 entry: Twitter as a community of practice for educators: Microblogging explored. Retrieved September 30, 2009, from http://theopenclassroom.blogspot.com/2008/10/part-2-twitter-as-community-of-practice.html
• Moore, B. (2008). Using technology to promote communities of practice (CoP) in social work education. Social Work Education, 27(6), 592-600.

• Newgarden, K. (2009). Twitter. Available: http://www.tesl-ej.org/wordpress/past-issues/volume13/ej50/twitter/

   

• Parry, D. (2008). AcademHack blog entry: Twitter for academia. Retrieved September 30, 2009, from http://academhack.outsidethetext.com/home/2008/twitter-for-academia/

   

• Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students’ social networking experiences on facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.

   

• PEW internet project data memo re: Twitter and status updating. (2009). Retrieved September 30, 2009, from http://www.pewinternet.org/Reports/2009/Twitter-and-status-updating.aspx

   

• PEW internet project data memo: Adults and social network websites. (2009). Retrieved September 30, 2009 from http://www.pewinternet.org/Reports/2009/Adults-and-Social-Network-Websites.aspx

   

• Pfeifle, M. (2009). A Nobel Prize for Twitter? The Christian Science Monitor/csmonitor.Com, Retrieved September 30, 2009 from http://www.csmonitor.com/2009/0706/p09s02-coop.html

   

• Ritchie, M. (2009). Chirping about Twitter. Times Educational Supplement, (4836), 18-21.

   
• Stevens, V. (2009). Trial by Twitter: The rise and slide of the year’s most viral microblogging platform. TESL-EJ, 12.1(1) Retrieved September 30, 2009 from http://tesl-ej.org/ej45/int.html

• Thompson, C. (2007, June 26). Clive Thompson on how Twitter creates a social sixth sense. Wired, 15.07, Retrieved September 30, 2009 from http://www.wired.com/techbiz/media/magazine/15-07/st_thompson/

   

• Tynan, D. (2008). Eight ways Twitter will change your life. PC World, 26(11), 20-22.

   

• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York, NY: Cambridge University Press.

   

• Young, J. R. (2008). Forget E-mail: New messaging service has students and professors atwitter. Chronicle of Higher Education, 54(25), A15-A15.

   

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