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Journal ArticleDOI

Cultivating communities of practice

01 May 2013-Journal of Chemical Health and Safety-Vol. 20, Iss: 3, pp 44-45
TL;DR: In the beginning, why not try to get something basic in the beginning? Thats something that will guide you to comprehend even more vis--vis the globe, experience, some places, in the manner of history, amusement, and a lot more as mentioned in this paper.
About: This article is published in Journal of Chemical Health and Safety.The article was published on 2013-05-01. It has received 1715 citations till now.
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Journal ArticleDOI
TL;DR: In this article, the authors present a thematic analysis of the research evidence on assessment feedback in higher education from 2000 to 2012, focusing on the feedback that students receive within their coursework from multiple sources.
Abstract: This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.

803 citations


Cites background from "Cultivating communities of practice..."

  • ...In the feedback landscape, learning conversations take place within and across a number of communities of practice that individuals inhabit, and these contribute to how feedback givers and receivers view themselves as part of identity development (Wenger et al., 2002)....

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Journal ArticleDOI
TL;DR: It is argued that training is a systematic process, and what matters before, during, and after training is explained, and steps to take are listed and described and summarized in a checklist for ease of use.
Abstract: Organizations in the United States alone spend billions on training each year. These training and development activities allow organizations to adapt, compete, excel, innovate, produce, be safe, improve service, and reach goals. Training has successfully been used to reduce errors in such high-risk settings as emergency rooms, aviation, and the military. However, training is also important in more conventional organizations. These organizations understand that training helps them to remain competitive by continually educating their workforce. They understand that investing in their employees yields greater results. However, training is not as intuitive as it may seem. There is a science of training that shows that there is a right way and a wrong way to design, deliver, and implement a training program. The research on training clearly shows two things: (a) training works, and (b) the way training is designed, delivered, and implemented matters. This article aims to explain why training is important and how to use training appropriately. Using the training literature as a guide, we explain what training is, why it is important, and provide recommendations for implementing a training program in an organization. In particular, we argue that training is a systematic process, and we explain what matters before, during, and after training. Steps to take at each of these three time periods are listed and described and are summarized in a checklist for ease of use. We conclude with a discussion of implications for both leaders and policymakers and an exploration of issues that may come up when deciding to implement a training program. Furthermore, we include key questions that executives and policymakers should ask about the design, delivery, or implementation of a training program. Finally, we consider future research that is important in this area, including some still unanswered questions and room for development in this evolving field. Language: en

691 citations

Journal ArticleDOI
TL;DR: This research offers a significant and timely contribution to both researchers and practitioners in the form of challenges and opportunities where it highlights the limitations within the current research, outline the research gaps and develop the questions and propositions that can help advance knowledge within the domain of digital and social marketing.

588 citations


Cites background from "Cultivating communities of practice..."

  • ...Research on SMBC’s leans heavily on the theory associated with consumer engagement (Habibi et al., 2014), but it would also benefit from developing its theoretical base to embrace theories associated with loyalty and communities of practice (Wenger et al., 2002)....

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  • ..., 2014), but it would also benefit from developing its theoretical base to embrace theories associated with loyalty and communities of practice (Wenger et al., 2002)....

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Journal ArticleDOI
TL;DR: In this article, a tentative holistic model of workplace learning is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace Learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education-work contexts in vocational education and training as well as in higher education, research on communities of practice, and (6) organizational learning.
Abstract: The interest in research focusing on learning taking place at work, through work and for work has considerably increased over the past two decades. The purpose of the paper is to review and structure this wide and diverse research field. A tentative holistic model—the 3-P model of workplace learning—is presented, in relation to which the following six lines of research are identified: (1) studies describing the nature of workplace learning, (2) research on work identities and agency in workplace learning, (3) studies on the development of professional expertise, (4) analyses of competence development in education–work contexts in vocational education and training as well as in higher education, (5) research on communities of practice, and (6) research on organisational learning. The research lines and the holistic 3-P model should be seen as analytic tools for understanding the diversity in workplace learning research. They may also serve as a kind of map for individual researchers, helping them to locate their main areas of interest in this broad field of research and to outline research designs for future studies.

326 citations

Journal ArticleDOI
TL;DR: This paper provided a systematic review of empirical research on teacher communities (TCs) based upon predefined selection criteria, 40 studies were analysed using a narrative method, and three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs.

285 citations

Trending Questions (1)
Cultivate a community by nepresso ?

The provided paper does not mention anything about cultivating a community by Nepresso. The paper is about cultivating communities of practice in general.