Nothing Special   »   [go: up one dir, main page]

Skip to main content
Log in

A Community of Practice among tutors enabling student participation in a seminar preparation

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

Educators who are prepared to make use of CSCL can find themselves restricted in their space for maneuvering regarding educational innovation. As a supportive context can be very important for them, the study presented here describes and analyzes a related case of a Community of Practice (CoP) among tutors contributing to the development and conduction of an educational in situ experiment. The paper describes the emergence of the CoP, its dissolving impact on limiting context factors and the empowerment of student participation in a MOO-mediated preparation of a Computer and Law seminar. It shows that a CoP among tutors can be beneficial for educational innovation and is a promising model to support the implementation of CSCL.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Bourdieu, P., & Wacquant, L. (1992). Réponses. Pour une anthropologie reflexive. Editions du Seuil, Paris.

  • Brown, J. S., Denning, S., Groh, K., & Prusak, L. (2004). Storytelling in Organizations: Why Storytelling is Transforming 21st Century Organizations and Management. Boston, MA: Butterworth-Heinemann.

    Google Scholar 

  • Brown, J. S., & Duguid, P. (1991). Organizational Learning and communities-of-practice: Toward a unified view of working, learning and innovation. Organization Science, 2(1), 40–57.

    Article  Google Scholar 

  • Bruckman, A. (1992). Identity Workshop: Social and Psychological Phenomena in Text-Based Virtual Reality. MIT, Cambridge, MA: unpublished paper, quoted in: Haynes and Holmevik 1998.

  • Bruckman, A., & Resnick, M. (1996). The MediaMOO Project, Constructionism and Professional Community. In Y. Kafai, & M. Resnick (Eds.) Constructionism in practice-designing, thinking, and learning in a digital world (pp. 207–222). N.J.: Mahwah.

    Google Scholar 

  • Contu, A., & Willmott, H. (2003). Re-embedding situatedness: the importance of power relations in learning theory. Organization Science, 14(3), 283–296.

    Article  Google Scholar 

  • Enyedy, N., & Hoadley, C. M. (2006). From dialogue to monologue and back: Middle spaces in computer-mediated learning. International Journal of Computer-Supported Collaborative Learning, 1(4), 413–439.

    Article  Google Scholar 

  • Fischer, G., Rohde, M., & Wulf, V. (2007). Socio-cultural theories of learning. International Journal of Computer-Supported Collaborative Learning, 2(1), 9–40.

    Article  Google Scholar 

  • Goldstein, E. B. (1998). Sensation and Perception. Belmont, CA: Wadsworth.

    Google Scholar 

  • Haynes, C., & Holmevik, J. R. (1998). Highwired. On the Design, Use, and Theory of Educational MOOs. Ann Arbor, MI: University of Michigan Press.

    Google Scholar 

  • Hoadley, C. M. (1998). Between information and communication, middle spaces in computer media for learning.. In C. Hoadley, & J. Roschelle (Eds.) Proceedings of Computer Support for Collaborative Learning. Palo Alto California: Stanford University.

    Google Scholar 

  • Holmevik, J. R., & Haynes, C. (2000). MOOniversity: A Student’s Guide to Online Learning Environments. Boston, MA: Allyn and Bacon.

    Google Scholar 

  • Huysman, M., & Wulf, V. (2006). IT to support knowledge sharing in communities: Towards a social capital analysis. Journal of Information Technology, 21(1), 40–51.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, England: Cambridge University Press.

    Google Scholar 

  • Nett, B. (2003). Identifying learning scenarios for a MOO in an academic learning context. In Proceedings of “e-Society 2003” (pp. 11–18). Lisbon, Portugal: IADIS Conference Press.

  • Nett, B. (2005). Measuring virtual student–student cooperation. A case study. The Journal of Educational Computing Research, 33(3), 269–284.

    Article  Google Scholar 

  • Orr, J. E. (1996). Talking about Machines. An Ethnography of a Modern Job. Ithaca, NY: Cornell University Press.

    Google Scholar 

  • Osterlund, C., & Carlile, P. (2003). How Practice Matters: A Relational View of Knowledge Sharing. In M. Huysman, E. Wenger, & V. Wulf (Eds.) Communities and technologies (pp. 1–22). Dordrecht: Kluwer.

    Google Scholar 

  • Rogoff, B., Matsuov, E., & White, C. (1998). Models of teaching and learning: Participation in a community of learners. In D.R. Olsen, & N. Torrance (Eds.) The handbook of education and human developments. New models of learning, teaching and schooling (pp. 338–414). Oxford, England: Blackwell.

    Google Scholar 

  • Rohde, M., Stahl, G., & Wulf, V. (2007). Introduction to the special issue on computer support for learning communities. Behaviour & Information Technology, 26(1), 1–3.

    Article  Google Scholar 

  • Rosson, M. B., & Carroll, J. M. (2003). Learning and collaboration across generations in a community. In M. Huysman, E. Wenger, & V. Wulf (Eds.) Communities and technologies (pp. 203–226). Dordrecht: Kluwer.

    Google Scholar 

  • Scarborough, H., & Swan, J. (2001). Knowledge communities and innovation. In M. Huysman and P. Van Baalen (Eds.), Trends in Communication, Special Issue on Communities of Practice (pp. 7–20).

  • Schinzel, B., Berszinski, S., Huber, B., Knirsch, S., Müller, A., Nett, B. et al. (2003). Ausgewählte Studien (selected studies), IIG-Berichte I/03, IIG, Freiburg im Breisgau.

  • Schulmeister, R. (1997). Grundlagen hypermedialer Lernsysteme: Theorie, Didaktik, Design, (Basics of hypermedia for e-learning. Theory, didactics, design) 2. Auflage, Oldenbourg, München, Wien.

  • Scott, J. C. (1990). Domination and the Arts of Resistance: Hidden Transcripts. New Haven, CT: Yale University Press.

    Google Scholar 

  • Skinner, B. F. (1971). Beyond Freedom and Dignity. New York, NY: Knopf.

    Google Scholar 

  • Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, ‘translations’ and boundary objects: amateurs and professionals in Berkeley’s museum of vertebrate zoology, 1907 39. Social Studies of Science, 19, 387–420.

    Article  Google Scholar 

  • Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Retrieved from: http://www.cis.drexel.edu/faculty/gerry/mit/.

  • Suchman, L. A. (1987). Plans and situated action. The problem of human-machine communication. Cambridge, MA: Cambridge University Press.

    Google Scholar 

  • Veerman, A., & Veldhuis-Diermanse, E. (1999). Collaborative learning through computer-mediated communication in academic education. In Proceedings of CSCL 1999. University of Maastricht.

  • Wenger, E. (1998). Communities of practice—The social fabric of a learning organization. New York, NY: Cambridge University Press.

    Google Scholar 

  • Wulf, V. (2000). Exploration environments: Supporting users to learn groupware functions. Interacting with Computers, 13(2), 265–299.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Bernhard Nett.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Nett, B. A Community of Practice among tutors enabling student participation in a seminar preparation. Computer Supported Learning 3, 53–67 (2008). https://doi.org/10.1007/s11412-007-9031-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-007-9031-3

Keywords

Navigation