Erratum to: Implementing Communities of Practice in Higher Education

McDonald, Jacquie; Cater-Steel, Aileen

doi:10.1007/978-981-10-2866-3_28

Cited by 5 publications

(5 citation statements)

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“…These communities share new knowledge, experiences, and resources, which enhance all community members' capabilities. This form of ongoing learning requires engagement within and between members to develop knowledge that, over time, transforms learning and practice within larger systems (McDonald & Cater-Steel, 2016 ). This student-centered learning allows for meta-cognition that is transferable to other spaces, and when used in social media assignments, has been found to increase student familiarity with new tools and a sense of competency (Blaschke, 2014 ).…”

Section: Heutagogymentioning

confidence: 99%

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Lynch

Sage

Hitchcock

et al. 2021

Int J Educ Technol High Educ

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Pedagogical foundations exist for incorporating technology in instruction; however, these foundations have not kept pace with technology's evolution. Through the use of Information Communication Technologies (ICTs), students now can share content directed at external audiences, i.e., audiences other than the instructor. These audiences are referred to as authentic audiences as they are public-facing and exist outside of the classroom. The existing literature offers evidence of student satisfaction with assignments directed at appealing to external audiences, however, the literature provides no comprehensive pedagogical rationale for assignments directed at authentic audiences wherein the goals are self-determined. The authors discuss the theory of heutagogy, the study of self-determined learning, as an approach for assessing assignments that utilize ICTs and are directed at authentic audiences. Finally, the authors offer an approach for the assessment of these assignments, including a rubric.

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Section: Heutagogymentioning

confidence: 99%

A heutagogical approach for the assessment of Internet Communication Technology (ICT) assignments in higher education

Lynch

Sage

Hitchcock

et al. 2021

Int J Educ Technol High Educ

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“…Knowledge management requires a process and knowledge management tool. Much research work in the past proposed knowledge management through various processes and tools such as storage of knowledge in a database, big data-based knowledge management (Sumbal et al, 2021), ontology-based knowledge management (Osman et al, 2022), after action reviews (Vukanović-Dumanović et al, 2022;Keiser & Arthur Jr, 2021), mentoring system (Papadopoulou et al, 2016;Bencsik et al, 2014;Srivichai et al, 2012), cross-functional team (Mohamed et al, 2004;Majchrzak et al, 2012), workshop and brainstorming (White et al, 2022;Evans, 2012), and communities http://ijlter.org/index.php/ijlter of practice (Arthur, 2016;Reaburn & McDonald, 2017;Lewis & Rush, 2013;Annala & Mäkinen, 2017;McDonald & Cater-Steel, 2016). Very few works use storytelling for knowledge management.…”

Section: The Knowledge Management In Classroom Contextmentioning

confidence: 99%

Knowledge Management Using Storytelling with Infographics to Develop Creativity of Undergraduate Students

Amnouychokanant

2023

IJLTER

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Creativity is one of the most marketable skills in the digital age. The main purpose of this study is to explore and enhance the creativity of undergraduate students through knowledge management using storytelling with infographics. In this study, an experiment was conducted with 40 third- and fourth-year students from various majors of the Faculty of Arts at Silpakorn University. All participants had enrolled in the Multimedia Design and Production course. A one-group quasi-experiment with a pretest and posttest design was used. Several instruments were employed, including a creativity assessment form, a self-creativity assessment form, an infographic assessment form, and an infographic design attitudes questionnaire. Initially, participants were asked to complete the self-creativity assessment form and the creativity assessment form. During the sessions, all participants were taught using storytelling with infographics. After they finished designing the infographics, the instructor assessed the students’ work using a rubric for infographic assessment. Additionally, students evaluated their own work. At the end of the course, the students were asked to retake the self-creativity assessment form and creativity assessment form. The results showed that students’ creativity scores were significantly higher in all components (e.g., originality, fluency, flexibility, and elaboration). Moreover, most students received average scores in infographic design at the advanced level. However, students were found to lack confidence and courage in expressing diverging ideas. This highlights the challenges for instructors and learning designers in researching and developing suitable and effective methods to boost students’ confidence and encourage thinking outside the box.

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“…Much debate on CoPs to support learning and socialization of novices continues in the field of education, including schooling, vocational, and workplace education, where the notion of CoPs originated-initially, CoPs was a learning, rather than a management theory (Wenger, 2010). For example, the books by educationalist authors such as Barton andTusting (2005) and McDonald and Cater-Steel (2017) include chapters that problematize the notions of power, language and conflict in CoPs in a non-corporate setting. Many authors consider that CoPs would benefit vocational learning.…”

Section: The Debate On Cops In Education and Workplace Learningmentioning

confidence: 99%