The authors have both been involved as designers, producers and facilitators of CPsquare’s Foundations of Communities of Practice Workshop (www.cpsquare.com). Through that ongoing exposure to learning and leading in Communities of Practice (CoPs), they became convinced that stories about CoPs play a crucial role in motivation and learning for community leaders. Within communities, the swapping of stories is a means by which local theories of cause and effect are developed and contextualized. These stories provide powerful ways of invoking context, of framing choices and actions and of constructing identity (Bruner, 2002). From the context of a Community of Practice (CoP) concerned with the cultivation of CoPs, (i.e., the Foundations workshop) there is strong anecdotal evidence that stories are of equal value to practitioners and researchers alike. As part of an extended research activity, and parallel to this growing conviction about stories, Stuckey analysed the Frequently Asked Questions (FAQs) raised over six iterations of the workshop. The ten most frequently asked questions became the basis of semi-structured interviews held with the developers and managers of the communities described in this chapter. The chapter presents the essence of seven community cases and is intended as an enticement to explore the full case descriptions and community stories (which are beyond the limitations of this printed publication) at http://www.cpsquare.org/cases/.
The course will introduce students to theoretical knowledge of the business ecosystem, the latest development trend and frontier hot-spots of the Internet. According to Chinese Internet business model, the extra-curricular research and classroom discussion have been set in order to inspire students to explore and think. By analyzing the well-known Internet business model and strategic positioning case, its main task is to cultivate students' innovative thinking ability, and to help students understand the basic knowledge of business ecosystem theory, as well as Internet thinking. Try to explore the appropriate case teaching forms, embody the concepts of cooperative teaching, cooperative learning, autonomous learning and inquiry learning.
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