This article examines communities of practice as an example of a theory applied within higher education research. It traces its origins and meaning, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. This article concludes that while, like all theoretical frameworks, communities of practice has strengths and weaknesses, it remains useful for thinking about academics, students, their disciplines and how they work together.

Theory application in higher education research: the case of communities of practice

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Enabling e-learning professional development through a blended community of online practice

Exposing Information Resources for E-learning

There is a wide range of issues involved in how users can exchange and integrate information and resources between databases given that each may have its own structure or taxonomy. This paper clarifies the issues concerning interoperability of data systems and user‐defined taxonomies and provides suggestions for new technical approaches. It is based on experiences in developing a web‐based portal for learning technology, a multidisciplinary field of research and practice. It outlines the nature of the problem in the context of current knowledge of the systems, protocols and implementation issues concerned with interoperability and introduces a possible solution.

Developing interoperable taxonomy systems for sharing resources within multidisciplinary communities of practice

While some may perceive technology as disruptive in higher education, this chapter makes a case that video technology can be used to increase collaboration and engagement in learning and teaching. It is argued that digital storytelling can be integrated as part of the assessment in graduate-level courses without compromising expectations related to academic rigor. Rather, digital storytelling advances multimedia literacy for the individual and supports the generation of bounded learning communities, specifically in online and blended programmes. Covering social presence, teaching presence and cognitive presence, the chapter draws on two examples of digital storytelling used in the MA in Conflict Analysis and Management and the MA in Global Leadership at Royal Roads University, Canada. Overall, the chapter makes a contribution to the conversation of how assessment formats can be updated to match the shift from traditional, lecture formats and brick-and-mortar institutions to applied, collaborative programmes that are often delivered in blended and online formats. Thus, as the field of higher education continues to evolve and adapt alongside technological innovations, the chapter suggests that digital storytelling can be one way to complement and update assessment formats to match the evolution of the twenty-first century.

Academic Rigour and Video Technology: A Case Study on Digital Storytelling in Graduate-level Assignments

The need for a Web portal to support the rapidly growing field of learning technology has been well established through a number of national surveys and scoping studies over recent years. The overarching vision has been the provision of a virtual environment to assist in informing and developing professional practice in the use of learning technologies. This paper outlines the issues and challenges in creating such a portal through the experiences of developing the RESULTs Network. In the paper, design and participation issues are considered within the wider context of online and networked approaches to supporting practice and professional development. User participation methodologies and technical developments for RESULTs are described in relation to a review of existing representations of practice and a comprehensive survey amongst the learning technology users' community. An outline of key achievements and experiences is presented, followed by some conclusions regarding the cultural and political issues in creating a viable and sustainable facility and suggestions for possible future direction in national provision. DOI:10.1080/0968776030110309

https://core.ac.uk/download/pdf/14200.pdf

Peter Jackson

Papers

Creating virtual communities of practice for learning technology in higher education: issues, challenges and experiences