Building a digitally enhanced community of practice

Abstract

Purpose Emergency transitions from face-to-face learning environments to digitally mediated learning require robust support networks, particularly in the form of communities of practice. Digitally enhanced communities of practice (DECoP) can be created and sustained when research-based design principles are used. The purpose of this paper is to present a set of evidence-based design principles for purposeful creation of digitally enhanced communities of practice. Design/methodology/approach This study used integrative literature review methodology. All literature regarding DECoP was collected, analyzed and synthesized to provide a set of design principles for building DECoPs. Findings The analysis resulted in 26 crucial design principles and 8 desirable design principles. Practical implications The synthesized set of design principles provides a blueprint for designing and facilitating the development of DECoPs. Originality/value This unique synthesis of the DECoP literature provides practitioners with guidance in creating and nurturing a new DECoP.

Digitisation or Digitalisation: Diverse Practices of the Distance Education Period in Finland

“…Earlier studies emphasise the collaboration between teachers, clear collaborative structures, and leadership in coping with new situations (Donaldson, 2020). These conclusions are supported by the results of the current study on the collaboration between teachers and headmasters.…”

“…Future plans need to consider how to support schools and teachers in changing realities so that teachers with different competence levels working in different educational cultures can implement quality classroom learning and interaction practices. In practice, digitalisation work will need school organisations that foster collaborative development (Donaldson, 2020;Flynn, 2020) and teachers with a positive attitude towards and personal responsibility for their skill development. Thurlings et al (2015) point out that the teachers' possibility to innovate, utilise new solutions in their work and share these practices with other teachers depend on, in addition to individual and organisational factors also on external factors like curricula and policies.…”

“…Recently published studies address different dimensions of these challenges, and some provide concrete tools and instructional design models for practitioners. For example, Donaldson (2020) identifies the need for supportive networks and describes design principles for digitally enhanced communities of practice (DECop) in this new educational situation. The need for ideating and iterative development is highlighted in a study that offers a pedagogical 'toolkit' for teachers to help respond and adapt to students and class groups' physical and digital needs (Flynn, 2020).…”

Enhancing a Transition to a Circular Economy in the Water Sector: The EU Project WIDER UPTAKE

“…This enables large-scale adoption of the technology [70]. Therefore, the first step for achieving the circular economy aim is the creation of a community of practice (CoP), which is a powerful form of support network containing different interests [72]. The concept of the CoP has its roots in the work of Lave and Wenger [73] on situated learning, and is defined as communities sharing a common framework of knowledge, skills, beliefs and practices [74].…”

Engajamento docente na Pandemia da COVID-19: a influência do suporte organizacional

“…No entanto, pouco se sabe sobre os impactos da pandemia sobre o trabalho docente (Hoang, 2020), frente a necessidade de modificar o modo de ministrar aulas, adotando novas estratégias de ensino para poder transitar de uma aprendizagem presencial para a remota (Donaldson, 2020). De acordo com Kashyap, Nakra e Arora (2021), as IES estão adotando várias iniciativas para orientar os membros do corpo docente a se manterem engajados no trabalho durante a Pandemia, contudo as investigações e a produção científica e acadêmica sobre o tema são escassas (Rodrigues et al, 2020).…”