Interconnecting networks of practice for professional learning

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online pro...

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Autores principales:	Julie Mackey, Terry Evans
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	connecting online and professional communities online education networks of practice professional learning communities of practice Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/18c3183e3c0e4481b2fe6a5600763481
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id	oai:doaj.org-article:18c3183e3c0e4481b2fe6a5600763481
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spelling	oai:doaj.org-article:18c3183e3c0e4481b2fe6a56007634812021-12-02T19:25:49ZInterconnecting networks of practice for professional learning10.19173/irrodl.v12i3.8731492-3831https://doaj.org/article/18c3183e3c0e4481b2fe6a56007634812011-03-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/873https://doaj.org/toc/1492-3831The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study. The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and emphasising the role of the learner in defining their learning pathways.Julie MackeyTerry EvansAthabasca University Pressarticleconnecting online and professional communitiesonline educationnetworks of practiceprofessional learningcommunities of practiceSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 3 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	connecting online and professional communities online education networks of practice professional learning communities of practice Special aspects of education LC8-6691
spellingShingle	connecting online and professional communities online education networks of practice professional learning communities of practice Special aspects of education LC8-6691 Julie Mackey Terry Evans Interconnecting networks of practice for professional learning
description	The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study. The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and emphasising the role of the learner in defining their learning pathways.
format	article
author	Julie Mackey Terry Evans
author_facet	Julie Mackey Terry Evans
author_sort	Julie Mackey
title	Interconnecting networks of practice for professional learning
title_short	Interconnecting networks of practice for professional learning
title_full	Interconnecting networks of practice for professional learning
title_fullStr	Interconnecting networks of practice for professional learning
title_full_unstemmed	Interconnecting networks of practice for professional learning
title_sort	interconnecting networks of practice for professional learning
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/18c3183e3c0e4481b2fe6a5600763481
work_keys_str_mv	AT juliemackey interconnectingnetworksofpracticeforprofessionallearning AT terryevans interconnectingnetworksofpracticeforprofessionallearning
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Interconnecting networks of practice for professional learning

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