Published on February 18, 2008
Communities of Practice Creating learning environments Martin Kuipers
what is it about? - competence based learning - ﬂexible learning routes - communities of practice
Leeuwarden University of applied science s - 10.000 students - Bachelor degree programmes - Engineering - Social studies (health, education) - Business & management - Built environment - Communication - Communication & Multimedia Design
Communication & Multimedia Design - 4 year programme - 240 european credits - degree: ‘bachelor of multimedia’ Basicly: we learn people to create multimedia products like: - (educational) games - advanced web applications - 3d visualizations - crossmedia broadcastings - new medial concepts (multitouch, blended forms of media)
our learning cycle student - self directed learning - competence based - interdisciplinary projectgroups - learning to learn
matchmaking ? client/company student - external (paying) clients - ambitions, passions - matching with authentic projects - own projects
intake ! mentor + expert student - the project starts with an intake assessment - the starting level is discussed - attitude - repeating the trick? vs learning new things!
working in teams - all students work in teams (5/6/7) - (almost) no individual projects... - different roles: project manager, art direction, lead programmer, designer, developer. - Every student gets personal feedback and results
coaching + planning mentor student - every student has a personal coach: mentor - discussion about ambitions - personal issues - activating, stimulating - students formulate their plans
consulting feedback! 50% question? client expert student - questions and problems are discussed - feedback on projectplan, prototype, products - experts give leads to knowledge sources - students maintain contact with client - mid-term assessment: adjustment and feedback
progress 75% mentor tutor student - progress is monitored and discussed by mentor and tutor
peer assessment peers student - peer assessments result in feedback on personal attitude within the group
the assessment (show and tell) 100% tell! peers student client experts mentor - all involved have a meeting - the product is presented to the client and experts - students show and tell why they are competent - students are responsible for brining evidence
feedback and reﬂection expert expert student mentor - feedback is passed to the student - rewarded with credits. (+/- 30 each project) - the student makes a ﬁnal reﬂection on the feedback - and from this reﬂection a new plan is formed
PdP matchmaking consulting planning monitoring coaching plan do results + feedback + new projects ! evidence + professioal proﬁle react check reﬂecting make assessment advizing rewarding reﬂection
A few numbers - 700 students in 6 cohorts - 60 personell - most of them part time - aim: 25 students, 1 coach - no ‘paper’ exams - assessments are transactionpoint - 42 competencies... - 3 levels each... - too many communication channels
How to organize all this? lessons learned in ﬂexible route learning
2000-2006, reality on paper: year: project 1 project 2 project 3 project 4 Propedeutic 2 project 5* project 6* project 7* authentic 3 internship authentic authentic shopping (external) graduation 4 bottom line: educators want predicable timeframes
shoppin 2000-2006, reality. g (exte rn year: project 1 project 2 project 3 Propedeutic ? authentic project 5* 2 project 4 internship 3 own starting company ? $$$ project 6 4 bottom line: students are ﬂexible, we aren’t... graduation
organization... 3th ﬂoor 2nd ﬂoor external at home ?
creating a new organization: ! - minimizing the time and location difference - no distinction in years - create groups working on the same type of projects - shifting management to CoP leaders
vertical alignment vs horizontal alignment project 1 project 2 project 3 project 4 propedeutic year 2 year 3 Community of practice. Community of practice year 4 time internship graduate
3de verdieping 2de verdieping extern thuis
observations: - more students at school - making longer days - share and learn with eachother - average number of credits is rising
do’s: - create a homebase - create simple but strict rules - work towards a culture of equality - in a CoP their are no big differences between students and experts...
do’s: - set conditions for spontaneous contacts - coffeemachine is the heart of the organization :) - celebrate successes - listen to your students
dont’s - if you want CoP to work, avoid top down organization - trust your students, at ﬁrst things will be shaky, but in time something beautiful grows. - don’t be to good at it, otherwise people won’t leave :-)
our next steps - starting CoP in the propedeutic year - fading borders between student + expert - allow students to form own CoP’s - allow students to self-manage CoP’s - experts/educators participating instead of leading - ﬁnd better ICT tools and improve internal communication
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Communities of Practice has 0 ratings and 0 reviews. The aim of this set of books is to combine the best of current academic research into the use of Com...
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Communities of practice are also known as Communities of Interest or Communities of Action. ... Communities of Practice: Creating Learning Environments for ...
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Lave and Wenger first used the term communities of practice to describe learning ... a community of practice involves creating ... environments ...