Most would agree that a learning community of practice cultivates social and intellectual development in educational settings but what are the other benefits and what does a learning community actually look like in practice? This book explores such questions as: “Are learning communities essential in education?” “How are they designed and developed?” “What difference do they make in learning?” The book contains contributions of educators who share their research and practice in designing and implementing learning communities in school, university, and professional network settings. It presents their experiences, and the “how to” of these educators who are passionate about building and sustaining learning communities to make a real difference for students, teachers, faculty, and communities. Combining scholarly and practitioner research, the book offers practical information to teachers, school and university administrators, teacher educators, and community educators.

In this book about communities of practice in the international, higher education sector, the authors articulate the theoretical foundations of communities of practice (CoPs), research into their application in higher education, leadership roles and how CoPs sustain and support professional learning. Research demonstrates that communities of practice build professional and personal links both within and across faculty, student services and administrative and support units. This book describes how community of practice members may be physically co-located and how social media can be used to connect members across geographically diverse locations. It positions higher education communities of practice within the broader community of practice and social learning literature, and articulates the importance of community of practice leadership roles, and the growing focus on the use of social media for community of practice implementation. The multiple perspectives provide higher education leaders, academic and professional staff with the means to establish, or reflect on existing CoPs, by sharing insights and critical reflections on their implementation strategies, practical guidelines and ideas on how community of practice’s theoretical underpinnings can be tailored to the higher education context.

This book presents a theory of learning that starts with the assumption that engagement in social practice is the fundamental process by which we get to know what we know and by which we become who we are. The primary unit of analysis of this process is neither the individual nor social institutions, but the informal 'communities of practice' that people form as they pursue shared enterprises over time. To give a social account of learning, the theory explores in a systematic way the intersection of issues of community, social practice, meaning, and identity. The result is a broad framework for thinking about learning as a process of social participation. This ambitious but thoroughly accessible framework has relevance for the practitioner as well as the theoretician, presented with all the breadth, depth, and rigor necessary to address such a complex and yet profoundly human topic.

Provides specific information on how to transform schools into results-oriented professional learning communities, describing the best practices that have been used by schools nationwide.

This book offers a roadmap for developing, growing, and sustaining living-learning communities (LLCs) that promote student success and enhance the undergraduate experience. Drawing on the Best Practices Model presented in Living-Learning Communities That Work, as well as updated research and rich, real-life examples from LLC administrators, the authors offer a revised and improved model for effective LLC practice. Nuanced typologies guide stakeholders in developing and growing their own programs, from the foundational, to the intermediate, and to the advanced level. This text features an extended section on the assessment of LLCs, complete with a logic model for integrating program assessment with student learning outcomes, and concludes with lessons learned from the COVID-19 pandemic and a look into the future of LLCs in higher education. At a time when colleges and universities struggle to create community for students, this book will be a valuable resource to practitioners, researchers, and institutional leaders to more effectively allocate resources to create and sustain LLCs and to realize the potential of these communities to improve undergraduate education. For more information about ACUHO-I membership, events, and resources, please visit acuho-i.org.

This book focuses on electronic learning communities created through the development and use of the Internet for instruction and training. The chapters focus on philosophies, background, reviews, technologies, systems, tools, services, strategies, development, implementation, research, and guidelines for implementers, and each illustrates the chapter theme with a detailed example of best practices.

"This book is anchored in the concept that information technology empowers and enhances learners' capabilities adopting a learning summit on using the machine for the augmentation of human intellect for productivity, improvement, and innovation at individual, organizational, societal, national, and global levels"--Provided by publisher.

·What are the characteristics of a successful learning community? ·How are successful communities facilitated and maintained? ·What lessons can be learnt from existing learning communities? ·What type of learning community will suit your organisation or situation? This user-friendly guide is written to help managers, professionals and learners, planning, facilitating or participating in online learning communities, as part of a structured learning programme, as an approach to continuous professional development, as a means of improving performance at work or as a dynamic approach to innovation and collaborative working. The book is relevant to senior mangers with a responsibility for strategic planning and change management. This can include new work practices involving working in multi-professional teams across traditional boundaries. It aims to engage readers in identifying key issues in relation to their own work situation and prompts readers to find their own solutions. Virtual Learning Communities provides practical guidance and includes extensive examples, case studies and activities. It is key reading for those involved in e-learning courses, professional trainers and staff developers with a responsibility for CPD, and professionals involved in facilitating new approaches to group work.

This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

"This book includes a selection of world-class chapters addressing current research, case studies, best practices, pedagogical approaches and strategies, related resources and projects related to e-learing"--Provided by publisher.