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Chunngam et al. Informal learning must go beyond social sharing and provide tools for knowledge sharing about a particular domain or subject Chunngam et al. Sivan posited that leaders lack basic skills of organization and management difficulties are experienced within virtual communities. Leadership within virtual communities takes time and since teachers chronically lack time they are often prevented from becoming leaders Sivan, Garber found that many learners lack a basic concept of community; they may not want to be part of a community, or it may not be required of them.
Barriers may create a disjoint community experience and weak ties do not permit the creation of new knowledge through shared experiences and social interaction Lewis et al.
Tomai et al. Difficulties in crossing linguistic barriers as well as cultural differences are also constraints on virtual communities Lajoie et al. Garber also identified several constraints on virtual communities such as timeliness, supportiveness, virtual personality, perceived intelligence, commitment, and writing ability. Garber established that virtual learning communities face the additional challenge of connecting people over time and space.
Lewis et al. Virtual communities of practice: Towards new modes of learning and knowledge creation.
Dualities, distributed communities of practice and knowledge management
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Are you ready for knowledge sharing? An empirical study of virtual communities. King, K. Professional learning in unlikely spaces: Social media and virtual communities as professional development. Kretovics, M.
The role of student affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration , 6 3. Lajoie, S. The creation of virtual and face-to-face learning communities: An international collaboration experience. Journal of Educational Computing Research , 35 2 , Lewis, L. Virtual communities of practice: Bridging research and practice using Web 2. This type of virtual community requires design and planning in order to ensure that communication flows between its participants.
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We nger, McDermott and Snyder define a community of practice as "groups of people who share a concern, a set of problems or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis". SlideShare Explore Search You. Submit Search.
Virtual Communities of Practice: Enabling Peer-based Distance Learning
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Going Virtual: Distributed Communities of Practice
No notes for slide. Presentation ObjectivesPresentation Objectives To get educational practionners: to recognize the advantages of supporting peer- based learning activities through distance learning with a virtual community of practice to prepare a list of considerations when doing a needs analysis for a virtual community of practice to outline a list of requirements when designing, developing, implementing and evaluating a virtual community of practice 3.
Presentation OutlinePresentation Outline Distance learning with a virtual community of practice Virtual communities initiated by JMSB Needs analysis for a virtual community of practice Virtual community of practice design Drafting a virtual community of practice blueprint 4. Not merely peers exchanging ideas around the water cooler, sharing and benefiting from each other's expertise, but colleagues committed to jointly develop better practices. Defining a Virtual Community of PracticeDefining a Virtual Community of Practice Environments in which individuals with similar interests interact with one another at a distance.
Challenges of Virtual CommunitiesChallenges of Virtual Communities Connecting across borders and time zones Requiring local chapters because of potentially larger membership Managing the goals and priorities which are likely to differ significantly Overcoming the obstacles with knowledge sharing and intellectual property Recognizing that cultural differences can lead to communication difficulties Employing the proper technology to support such a community JMSB Distance Education ModelJMSB Distance Education Model Objective Enabling industry professionals and managers to remain on the job while earning their degree or professional training Solution Researching distance education literature and models Taking advantage of state-of-the-art communications and educational technology Establishing communities of practice to permit industry professionals to make meaningful links between theory and practice.