Medical educators as curriculum innovators: using Communities of Practice as agents of change.

Photo by theother66 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23898723@N00 Created with Haiku Deck

Photo by gamalmorisi - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/8575112@N04 Created with Haiku Deck

Annalisa Manca - @annalisamancaEducational Technologist and PhD studentSchool of Medicine

Alisdair Smithies - @alismithiesSenior Learning Technologist and PhD studentSchool of Medicine

Natalie Lafferty- @nlaffertyDirector Technology in Learning at the College of Medicine, Dentistry & Nursing

Photo by sciencesque - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/74998608@N00 Created with Haiku Deck

• Become familiar with Wenger’s Communities of Practice theory• Integrate CoP theory with educational practice• Use CoP theory in own academic practice to develop collaborative

approaches to curriculum delivery• Facilitate reflection about social learning/group dynamics in the

medical education workplace• Identify and reflect on the dialogical aspects of learning and

knowledge construction

Photo by theother66 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23898723@N00 Created with Haiku Deck

Photo by JD Hancock - Creative Commons Attribution License http://www.flickr.com/photos/83346641@N00 Created with Haiku Deck

Photo by JaseCurtis - Creative Commons Attribution License http://www.flickr.com/photos/25722571@N08 Created with Haiku Deck

5 min – Use the table we provided to list the groups you belong to.• Why are you part of these groups?• Do you think they are Communities of Practice?

5 min – Discuss in pairs what are the characteristics of the groups you belong to.

Feed-back and discussion(10 min)

Photo by Kat Northern Lights Man - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/94828981@N08 Created with Haiku Deck

Jean Lave Etienne Wenger

“Term CoP was coined to refer to the community that acts as a living curriculum for the apprentice”

Apprenticeship as a learning model

Complex set of social relationships through which learning takes place

1) We are social beings

2) Knowledge is a matter of competences with

respect to valued enterprises

3) The act of knowing is a matter of

participating in the pursuit of these

enterprises – engagement

4) Learning produces meaning – while

experiencing and engaging with the world

Wenger, 1998

http://www.sambradd.com/facilitation-resources-communities-of-practice/

Wenger, 2012

Community

Practice

Domain ofinterest

common enterprise, accountability, shared competence, commitment, collective learning

joint activities, discussion, information sharing, mutual interaction, social learning, engagement

developed together through activitiesrepertoire of resources (experiences, tools, artefacts, concepts…)

http://w

enger-trayner.com/w

p-content/uploads/2012/01/06-Brief-introduction-to-comm

unities-of-practice.pdf

Old-timers

Maturepractice

Newcomers

toThrough:- Engagement- Interaction- Collaboration- learning of

knowledgeable skills

Periphery

Social Practice

FullParticipation

SituatedLearning

Boundary(flexible, dynamic)

LEGITIMATE PERIPHERAL PARTICIPATION (LPP)

participation

learning

practice

Photo by giulia.forsythe - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/59217476@N00 Created with Haiku Deck

Photo by milos milosevic - Creative Commons Attribution License http://www.flickr.com/photos/21496790@N06 Created with Haiku Deck

Photo by Choconancy1 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/91506145@N00 Created with Haiku Deck

Photo by Chiot's Run - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/34912142@N03 Created with Haiku Deck

Photo by nils.rohwer - Creative Commons Attribution-NonCommercial License http://www.flickr.com/photos/27454534@N07 Created with Haiku Deck

Next wave in Medical Education

No space for fragmentation

Collaborate internally AND externally

Photo by The Shifted Librarian - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/35034364750@N01 Created with Haiku Deck

Students Teachers

Support staff

• Communication• Understanding

Common domain of interest:

Photo by Diueine - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/51035794942@N01 Created with Haiku Deck

Medical education is a profession in its own right, overseen by specialist educators and medical educators.There should therefore be faculty development programmes that promote the development of communities of practice – professional medical educators, administrators, researchers and educational leaders.

McLean at al. 2008

Photo by Ewa Rozkosz - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/55715448@N07 Created with Haiku Deck

AIMS

• sharing• engagement• collaboration• drive change• innovation• peer support

flow of social intellectual

capital

Photo by Choconancy1 - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/91506145@N00 Created with Haiku Deck

“Cultivating CoP in strategic areas is a practical way to manage knowledge as an asset, just as systematically as companies manage other critical assets”

Wenger et al. 2002 p6

Photo by Magic Madzik - Creative Commons Attribution License http://www.flickr.com/photos/22082809@N00 Created with Haiku Deck

Domain of knowledge

Community of people

Shared practice

• topic the community focuses on

• motivation to participate• importance of boundaries

• social fabric for learning• feeling of belonging / trust• partnership

• knowledge developed by the community (tools, information, language, documents…)


Domain of knowledge

Community of people

Shared practice

• topic the community focuses on

• motivation to participate• importance of boundaries

• social fabric for learning• feeling of belonging / trust• partnership

• knowledge developed by the community (tools, information, language, documents…)

affiliation with the School

- responsibility for curriculum delivery- accountability for teaching excellence

healthcare education

staff & students

Photo by cameraburps - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/77357583@N07 Created with Haiku Deck

connection of local pockets of expertise

diagnosis and addressing of

recurring problems

analysis of the knowledge-related

sources of low performance

linking activities addressing a similar

domain

short-term

long-term

tangibleintangible

Photo by garryknight - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/8176740@N05 Created with Haiku Deck

1. IDENTIFY COMMUNITY

2. DEVELOP RELATIONSHIPS

(and support team)

3. DEVELOP SHARED PRACTICE

4. ACT AS A COMMUNITY

5. DEVELOP THE DOMAIN

trust


“Communities of practice need to invite the interaction that makes them alive… relationship building is nurtured through informal communications and meeting”

(Wenger et al. 2002)

Photo by peterned - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/76007934@N00 Created with Haiku Deck

• various themes• expand connections• reflect on experience• critical analysis

Improving individual involvement

Photo by AhmadHashim - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/51052219@N00 Created with Haiku Deck

• task-oriented• project-managed by key individual/s• discusses at meetings or workshops• “learning by doing”

Improving the connectivity

Photo by Richard.Asia - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/60817566@N00 Created with Haiku Deck

• inter-professional• promote socialisation• development of academic medical faculty (Steinert 2010)

Improving the communality

Photo by Tony Fischer Photography - Creative Commons Attribution License http://www.flickr.com/photos/22714323@N06 Created with Haiku Deck

Enhancing social relations

• trigger reflection• learn about others’ work• provide constructive feedback

Oldtimers & newcomers Multimembership

HistoriesTrajectories

Key individuals

HierarchiesLeadership

CommunicationPower

Legitimacy

Support technologiesSpaces

“walk the hall”Joint enterprise

TrustSupportMutual

engagementOutcomes

Individuals

Other Network

Infrastructure

Photo by opensourceway - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/47691521@N07 Created with Haiku Deck

ACTIVITY – 10 min

Cultivating a CoP in your own workplace...

• Discuss in your groups• Fill your personal sheet

Cambridge, D., Kaplan, S. & Suter, V. (2005) Community of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education [Available from: http://net.educause.edu/ir/library/pdf/nli0531.pdf]

Corso, M. & Giacobbe, A. (no date) Building Communities of Practice that work: a case study based research. [Available from: http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/oklc6/papers/corso__giacobbe.pdf]

Lave, J. and Wenger, E. (1999) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

McLean, M., Cilliers, F., Van Wyk, J.M. (2008) AMEE GUIDE NO 36. Faculty development: Yesterday, today and tomorrow. Medical Teacher 30: 555–584.

Steinert, Y. (2010) Faculty Development: From Workshops to Communities of Practice. Medical Teacher 32: 425-428.

Vygotsky L.S. (1978) Mind in society, Harvard University Press, Cambridge.

Wenger, E. and McDermott, R. and Snyder, W. (2002) Cultivating communities of practice: a guide to managing knowledge. Cambridge, Mass.: Harvard Business School Press.

Interactions in the practices of medical

education

Ali Smithies

Cultivating a successful community of practice (Wenger et al, 2002)

• Design the community to evolve naturally• Create opportunities for open dialog within and with

outside perspectives• Welcome and allow different levels of participation• Develop both public and private community spaces• Focus on the value of the community• Combine familiarity and excitement• Find and nurture a regular rhythm for the community

What are ‘tools’?

• Frameworks• Methods and approaches• Support systems• Technology systems

Moving beyond content delivery

• Content delivery is a large part of what we do…• How do we develop that content though?

• Underpinned by curriculum and framework requirements

• Shared processes of development and delivery

• Coordination of activities of the educator community

• Social interaction requires social tools…• Knowledge management in medical education is complex• Membership of multiple learning, teaching and

assessment communities

Discussion: Tools to support your community

What tools do you have to support the activities of the communities you participate in?

How do these tools help us to develop and share innovative practice?

CoPs Beyond Institutional Walls

CoPs in the workplaceSituated learning

Photo by larskflem - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/70321513@N00 Created with Haiku Deck

Technology providing new affordances Supporting change

Connectivity supporting accessibility, collaboration & community

https://flic.kr/p/3Jsir

“Using Web 2.0 technologies leads to a new sense of communities of interest and networks and also a clear notion of boundaries in web space - for example personal space, group space and publishing space.” JISC 2009

Social media supports connections … Networks & Communities

http://www.flickr.com/photos/oceanflynn/6638184545/

Photo by dullhunk - Creative Commons Attribution License https://www.flickr.com/photos/14829735@N00 Created with Haiku Deck

Learning conversations in virtual corridors and halls

Photo by Stanford Medical History Center - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/40390680@N08 Created with Haiku Deck

#gasclass – addressing challenges in the modern workplace

http://gasclass.wordpress.com/

Photo by marsmet511 - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/72795156@N08 Created with Haiku Deck

Online Communities of PracticeSpanning international borders

My journey with online CoPs

https://flic.kr/p/2LRC8

@nlafferty

Learning, Discovery & Sharing

Discovered online communitiesInterprofessional learning - HASHTAGS

https://flic.kr/p/dwsCeF

Photo by nlafferty - Creative Commons Attribution-NonCommercial-ShareAlike License http://www.flickr.com/photos/23093930@N04 Created with Haiku Deck

http://www.flickr.com/photos/cascadianfarm/5277978788/

Dipped my toe in the water ... was a lurker but now active

Anne Marie Cunningham Twitter - @amcunninghamUniversity of Cardiff

Natalie Lafferty Twitter - @nlaffertyUniversity of Dundee

FREE OPEN ACCESS MEDUCATION

Supported by Social Media & Web 2.0

The network aspect refers to the set of relationships, personal interactions, and connections among participants, viewed as a set of nodes and links, with its affordances for information flows and helpful linkages.

http://wenger-trayner.com/resources/communities-versus-networks/

The community aspect refers to the development of a shared identity around a topic that represents a collective intention – however tacit and distributed – to steward a domain of knowledge and to sustain learning about it

https://flic.kr/p/857z3U

Online CoPS growing from grass roots – self-organised

Photo by seagers - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/85213049@N00 Created with Haiku Deck

Step in and explore learning opportunities

RESTRICTIONS

Photo by mike.benedetti - Creative Commons Attribution License https://www.flickr.com/photos/16205135@N00 Created with Haiku Deck

CoPS as a concept evolving:In a collective there is no sense of core or centre. People arefree to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, or need.

Thomas and Seely Brown

Are you part of a community – related to your work and/ or academic interests - that sits outside the walls of your university?

How does it help your CPD and lifewide learning?

http://www.flickr.com/photos/valeriebb/3006348550

Photo by garryknight - Creative Commons Attribution-ShareAlike License http://www.flickr.com/photos/8176740@N05 Created with Haiku Deck

@nlafferty

@annalisamanca

@alismithies

Medical educators as curriculum innovators: using Communities of Practice as agents of change.

Education

Transcript of Medical educators as curriculum innovators: using Communities of Practice as agents of change.