Global communities of practice

IRELAND & UK MOODLEMOOT 2012

IRELAND & UK

MOODLEMOOT

2012

Global Communities of Practice

Tim Cunningham Development Director

Triple A Learning


BACKGROUND

“The IB and me”


Tim Cunningham

• Development Director

• Moodle user 4 years (now 2.x)

• ex- head of school / teacher in International Schools


My 26 year nomadic lifestyle working in IB schools


International (IB) Schools

in 3371 schools

in 141 countries

3-18 (K-12) programs

academically rigorous / challenging

inquiry based

http://www.ibo.org/facts/schoolstats/progsbycountry.cfm


Challenges?

• isolated – geographically

– linguistically

– culturally

– “Who you gonna call” ?

• training / Professional Development – expensive

– massive carbon footprint

– one-shot deal (if you’re lucky!)


CASE STUDY 1

The Librarians


Librarians


“Workshop”

Moodle ‘course’

Experienced subject matter expert

Create in PowerPoint > Articulate

Short, structured engagement

A temporary “Community of Practice”


Example of an Activity


What happened?

• Shared

– Perspectives, concerns, questions, ideas

– Resources (in Wiki also Diigo group)

• Created

– Action plans

– Personal learning journals (blog)

– Community of Practice


Who turned up?


Community of Practice

• "groups of people informally bound together by shared expertise and passion for a joint enterprise” – (Wenger and Snyder, 2000, p. 139)"

• "…a group whose members regularly engage in sharing and

learning, based on their common interests.” – (Lesser & Storck, 2001, p.831)."

• "Communities of Practice are groups of people who share a

concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis." – (Wenger, McDermott & Snyder, 2002, p.4)


CASE STUDY 2


Multi-faceted issue

Approaches

– Community

– Parent

– Student

– Teacher

• “Bridge to Success”

• Help teachers bridge the gap


Approach


Workshops in range of topics • Short • Focused • With experienced teacher facilitating • Live sessions (WiZiQ) • Attendance recognized for state teaching license credentials (CPD points)


Groups • 1 mentor: 10 mentees; ‘course’ view to submit ideas for feedback • WiZiQ classes for coaching


Pre-populated content (in English, Spanish and French) • Entire units for Grades 9 and 10 • Assessment tasks developed to introduce Diploma-style assessment

Searchable by • Subject • Age-level • Objectives • Assessment criteria • Context • Skills development


REFERENCES AND FURTHER READING

Lesser, E. and Storck, J. (2001), ‘Communities of practice and organisational performance’, IBM Systems Journal, Vol 40, No 4 Mitchell, J. and Young, S. (2002), 'Communities of Practice for the National Training Framework' , Reframing the Future, Adelaide, South Australia Wenger, E. (1998a), 'Communities of Practice: learning, meaning and Identity', Cambridge University Press, New York. Wenger, E. (1998b), ‘Communities of Practice – Learning as a Social System’, Systems Thinker, June. Wenger, E., and Snyder, W. (2000), ‘Communities of Practice: The Organisational Frontier’, Harvard Business Review, v. 78, no. 1, pp. 139–145. Wenger, E., McDermott, R. & Snyder, W., (2002), 'Cultivating Communities of Practice, A Guide to Managing Knowledge', Harvard Business School Press, Boston Mass.


IRELAND & UK

MOODLEMOOT

2012

[email protected] @TripleA_MYP

triplealearning.com

Global communities of practice

Education

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