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And to add you can follow the SEDA Conference tweets via the hashtag #sedaconf ! A post on hashtags: http://socialmedia4us.wordpress.com/2012/10/27/829/ -----Original Message----- From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Lake, Peter Sent: 13 November 2013 08:48 To: [log in to unmask] Subject: Re: Communities of Practice Dear all Im feeling a quiet glow of satisfaction for having raised the question in the first place - not because of the question itself, but because I so nearly didn't send it for fear of it being of not much interest! How wrong I was! Like Chris and Sara I would like to be part of taking the theme forward within the SEDA community. There have been several pointers to the work that already exists in the SEDA library and elsewhere, but a revisit/refresh is worthwhile anyway, and personally, I would like to think more about practical implementation issues. I note no correspondent has said "We did this and it was a great success" for example - despite the literature in place. Unfortunately I am not at the upcoming conference but am putting my hand up to volunteer in other ways. Regards Peter Lake, LTA Lead, Computing Sheffield Hallam University -----Original Message----- From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Christine Keenan Sent: 13 November 2013 07:17 To: [log in to unmask] Subject: Re: Communities of Practice Dear everyone Like Sara, I would also be very interested to have a discussion with anyone who, like me, is looking into the role of CoPs in the development of peer leaders. Do get in touch offline. Best wishes Chris On 12 Nov 2013, at 18:56, "Sara Briscoe" <[log in to unmask]<mailto:[log in to unmask]>> wrote: I am also enjoying this thread and the COP discussing a COP is an interesting notion and perhaps worth pursuing? I would certainly be interested in opening up dialogue further to discuss HE COP/professional conversations/bottom up strategies for EdD and their effectiveness or not in sharing and developing practice. Sounds like a conference theme or something! Kind regards Sara Briscoe Principal Lecturer Teaching and Learning Fellow Southampton Solent Business School East Park Terrace Southampton Hampshire SO14 0YN Follow us on southamptonsolentbusinessschool.blogspot.com<http://southamptonsolentbusinessschool.blogspot.com> -----"Online forum for SEDA, the Staff & Educational Development Association" <[log in to unmask]<mailto:[log in to unmask]>> wrote: ----- To: [log in to unmask]<mailto:[log in to unmask]> From: "Lea, John ([log in to unmask]<mailto:[log in to unmask]>)" Sent by: "Online forum for SEDA, the Staff & Educational Development Association" Date: 12/11/2013 05:59PM Subject: Re: Communities of Practice Really enjoying this conversation. Is this a CoP discussing a CoP? Strike me down if I’m treading roughshod here but are we close to saying that peer review, CoPs, and learning sets are, in effect, just different words for the same thing – a professional conversation around a theme? If that’s true would we also be able to say that what makes a professional conservation `work’ is that it is just that – colleagues talking openly in a horizontal and democratic way, rather than in a clipped, vertical and managerial way? I say this because I’ve always thought that `managing professionals’ was something of an oxymoron, and the opposite of why most people want to be professionals. I’ve also over the years rather enjoyed Andy Hargreaves’ (1994) phrase `contrived collegiality’ which has all the trappings of encouraging organic growth, but has a kind of plunging detonator over the top of it, warning about the consequences of going off script, so to speak. In which case a CoP disintegrates either because it’s done its job, or because it wasn’t allowed to do its job??? John John Lea Learning and Teaching Enhancement Unit Canterbury Christ Church University ________________________________________ From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]<mailto:[log in to unmask]>] on behalf of Christine Keenan [[log in to unmask]<mailto:[log in to unmask]>] Sent: 12 November 2013 14:41 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Communities of Practice Hi Abbi I have found this discussion really interesting and helpful. Here at my institution, we are in the early days of setting up a (virtual) Centre for Excellence in Learning which is organised around key strategic themes, each theme lead by a theme leader. The idea is, that the theme leaders will “grow” their themes in a CoP approach. Students are most definitely included as part of these discussions. Best wishes Chris From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Abbi Flint Sent: 12 November 2013 14:38 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Communities of Practice I’d be very interested to hear if any of the COPs people are developing, either around disciplines or broad learning and teaching themes, include students within those communities? In my experience these result in some of the richest conversations about learning and teaching, and the development of really exciting and powerful pedagogic practices. Abbi Dr Abbi Flint ADO Leadership and Strategy (Students as Partners) M +44 (0) 7720 968840 [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> [Description: cid:image003.png@01CCCEE3.B1D731B0] The Higher Education Academy, Innovation Way, York Science Park, Heslington, York, YO10 5BR www.heacademy.ac.uk<http://www.heacademy.ac.uk><http://www.heacademy.ac.uk/> – Twitter@HEAcademy Please note – my normal working days for the HEA are Monday to Wednesday, please accept my apologies if there is a delay in responding to your e-mail outside of these days. From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Phil Race Sent: 12 November 2013 14:26 To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice I'm anti-jargon. My experience regarding peer-observation/review is 'never mind the teaching, feel the learning'. It's great to experience what is working (and not working) for students. Peer feedback is just icing on this cake. Regarding communities of practice, I've watched them born, flourish and fade over many years. Some last longer than most, notably SEDA and FACE, both 20 this year. indicator of longevity seems to be refreshing the leadership quite often (not letting the EOGs (experienced old gits) hang on to control. Another is having someone with passion putting in the hours and days it takes to keep folk connected and enthused. And yes, Graham, sandwiches (and cakes) do help. But what's wrong, Elizabeth with 'academic developers becoming subsumed'? Surely that's the best thing we can do. Phil Race __________________________________ Professor Phil Race follow@RacePhil Website: www.phil-race.co.uk<http://www.phil-race.co.uk><http://www.phil-race.co.uk/> ___________________________________ On 12 November 2013 13:39, elizabeth rider <[log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>> wrote: I would agree with this. In any situation where bringing stakeholders together to encourage reform, there are essential questions about power relationships. Perhaps the more that the academic developer becomes subsumed into organizational development the less likely a fully inclusive commuity can be achieved. Does that sound like an essay question???? Elizabeth Rider-Grant Higher Education Consultant and Curriculum Advisor 2 Broad Street Brinklow Rugby Warwickshire CV23 0LN Tel: 00 44 (0)1788 833453 Mobile no.: 00 44 (0)773 316 5385 ________________________________ Date: Tue, 12 Nov 2013 12:26:18 +0000 From: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Re terminology, I am not sure that we would find a perfect name for the peer observation/review process and, like all these things, the names gather moss and seem to require reinventing ebery few years anyway (note we have come a complete circle with technology enhanced Learning to eLearning and back in around 14 years…). Re COPs in general, I do wonder if we try to force the development of COPs sometimes and whether this can every be truly successful. Ther is something to be said for oiling the wheels / ‘facilitte space..’, but we might consider the advice of Al Stewart: “..if it does’nt come nuturally, leave it..”. If a COP is going to form, it will form and perhaps all we can do is provide the sandwiches. Graham From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Peter Gossman Sent: 12 November 2013 11:41 To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice Hi Everyone Just a very brief observation. I once heard Etienne Wenger speak (HERDSA 2008 – abstract below) during which he seemed reluctant to discuss CoP and in fact wanted the conference to discuss, ask questions of him and each other. He was clearly trying to illustrate what he espouses. More broadly I think we are trying to facilitate space and spaces for ‘a social discipline of learning’ 9in relation to teaching and learning). I agree with David, would it not be better to phrase peer review as ‘purposeful conversation about teaching’ (although it is not as ‘snappy’). Lastly, as a demanding read in relation to reflection (and other things) I would recommend Carolin Kreber’s Authenticity in and through teaching in HE. A game changer! Regards Peter Peter Gossman CLTA Glyndŵr University How would one take as the foundation of a learning theory the commonsense observation that we are fundamentally social being? Could such a perspective give rise to a social discipline of learning? The first step is to recognize that the world of human knowledge is composed of a huge constellation of practices. The living communities that develop, share, and refine these practices then become a key element of learning. And so are the boundaries between these communities—boundaries where new possibilities can be negotiated. As we enter, engage with, and leave these communities, our trajectories reflect this potentially creative interplay of established practices and shifting boundaries. Learning is a social journey as well as a cognitive process. It transforms both our participation and our identity; it also transforms the world itself. Such a perspective has relevance for a broad range of contexts in which learning is a concern—whether these are informal or involve a substantial design component. This workshop explores the social discipline of learning derived from this perspective: its key concepts and dimensions as well as its practical implications. From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of David Gosling Sent: 12 November 2013 10:43 To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice Hi everyone, I don't know about you but I am put off Felton et al's book by invented jargon like 'formation mentoring communities'. This is not rocket science and we can do without this kind of jargon. In SEDA Paper 124 'Beyond Peer Observation of Teaching' Kristine Mason O'Connor and I put together some case studies of institutions who (in 2009) were trying to promote professional conversations about learning and teaching (Pete Boyd's one of them), which in plain language is about creating useful ways in which people can talk to each other about teaching, assessment, course design and so on. In the SEDA paper we were rather tied into a vocabulary which included the word 'review (as in 'peer-supported review of teaching'), which I would happily abandon. The ten guiding principles that we suggested apply equally to building communities of practice, if that is your preferred terminology. In summary (see pages 13-14 of SEDA paper 124) the principles identified there were: * respecting the professional autonomy of academic staff * self-evaluation through (supported) reflection on practice. * a developmental process designed to support peer learning among colleagues (non-judgemental and non-managerial) * working together collaboratively as equals, on the basis of mutual trust and mutual support. * a constructive process that is intended to improve professional practice * proceeds through conversation and dialogue, examination of relevant documents and on-line materials, and, in some cases, observation of teaching. * a professional and scholarly process, using available evidence, and referencing where possible existing knowledge wherever that may be obtained. * typically involves pairs of staff, it may also involve teaching teams, learning sets or learning communities. * is consistent with good professional practice and reflects what is known about how professionals learn. This chapter is now available as a download from http://plymouth.academia.edu/DavidGosling David Gosling From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Oberski, Iddo Sent: 11 November 2013 12:21 To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice I recently read Peter Felton et al’s book on Transformative Conversations<http://eu.wiley.com/WileyCDA/PressRelease/pressReleaseId-108173.html>, which is pertinent to the CoP theme and resonates strongly with the participant driven, non-managerial dimension as well as the with the rediscovery of core values at the heart of authentic academic practice, although arguably the approach here is very much conversational, nevertheless the case studies present evidence of significant impact on practice, in often unexpected ways. I am currently piloting this as a ‘floating book’, i.e. we purchased a number of copies, labelled them and then left them at various locations across the departments for people to look at, read, pass on and with a register on the inside cover to put down a name in case they would like to follow up. It will be interesting to see if we ever get any copies back, but the whole idea is to generate interest and attempt to seed CoP from the ground up. Best wishes, Iddo Iddo Oberski, MSc, PhD, FHEA Senior Lecturer Learning & Teaching Centre for Academic Practice Queen Margaret University, EDINBURGH EH21 6UU Tel: 0131 474 0000; Say "Iddo Oberski" when prompted by our automated system email: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>; www.qmu.ac.uk<http://www.qmu.ac.uk><http://www.qmu.ac.uk/> “Queen Margaret University is delighted to have won the Outstanding Leadership and Management Team category of the Times Higher Education Leadership and Management Awards 2012.” From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Ruth M H Pilkington Sent: 11 November 2013 08:06 To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> Subject: Re: Communities of Practice What a fascinating discussion! thanks folks. This is something I have struggled within my own practice, and I am currently using a mix of formal and informal mechanisms to encourage the flourishing of CoP. As lead for the use of dialogue for professional recognition here at UCLan people are beginning to welcome the space and value of facilitated dialogues for reflection and learning. I have also made use of this within subject teams to good effect. The result is colleagues are more welcoming of opportunities to talk and share practice. This has allowed me to use formal sessions within wider meetings and events to foster sharing across groups and to encourage professional talk. The aim is to develop a CoP approach. However, I have also found a theory that is of interest within this context ( Lindquist, 2006; Roberts, 2006) and that is 'collectivities of practice' which I rather like as it places emphasis on the participants as the driving force for the development and life cycle of the community and removes managerialist agendas-least ways that is how I have understood it... Ruth Ruth Pilkington SFSEDA, FHEA UCLan Sent from my iPad On 9 Nov 2013, at 11:36, "James Wisdom" <[log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>> wrote: One of SEDA's best kept secrets is that it offers an electronic archive of the past issues of Educational Developments try http://www.seda.ac.uk/?p=5_4_1&pID=11.1 for "Development of a Community of Learning: A Feasibility Study" - Sara Brisco and Dr Sean Wellington All the best James ******************************** James Wisdom 25 Hartington Road Chiswick London, W4 3TL Phone: 020 8 994 4231 Mobile: 07939 133 370 Skype: james-wisdom [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> On 09/11/2013 11:04, Sara Briscoe wrote: Hi, Very interesting thread! I have a quite an interest in COPs and how they can contribute to the educational development domain – sharing and developing TLS practice in particular. I have instigated a COP relating to employability at Solent. We also have an emerging COP reference technology enhanced learning. The role COPS can play in emerging/expanding areas is a research interest of mine and if anyone is interesting in hooking up to discuss – please let me know! On a related note, as part of another research project, we had an COP ‘how to’ type article in SEDA Educational Developments Issue 11.2 that may be of interest. Similarly here is a link to an Australian ‘how to’ COP guide for higher education : http://net.educause.edu/ir/library/pdf/nli0531.pdf Hope this is helpful and look forward to hearing from any interested parties in further research in this area. Kind regards Sara Briscoe Principal Lecturer Southampton Solent Business School East Park Terrace Southampton Hampshire SO14 0YN Follow us on southamptonsolentbusinessschool.blogspot.com<http://southamptonsolentbusinessschool.blogspot.com><http://southamptonsolentbusinessschool.blogspot.com<http://southamptonsolentbusinessschool.blogspot.com/>> -----"Online forum for SEDA, the Staff & Educational Development Association" <[log in to unmask]<mailto:[log in to unmask]>><mailto:[log in to unmask]> wrote: ----- To: [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> From: elizabeth rider Sent by: "Online forum for SEDA, the Staff & Educational Development Association" Date: 08/11/2013 06:34PM Subject: Re: Communities of Practice Hi I have attempted this in a number of settings and have had mixed success. Recently I have become more involved in international development and the practice that is used by NGOs in developing countries really made sense in terms of developing a CofP: 1. A good stakeholder analysis - there are some good techniques to 'find out fast' who they are. 2. Recognize that there are other 'communities' with similar portfolios - sometimes competing with each other. 3. Rather than assume that you are doing something new, recognize that your doing something that will be building on something else (inevitably there will be a history behind your project). .4. Rather than 'connect people up' and have the odd meeting. Devise a programme with stakeholders and other CofPs that integrate needs an interests and gives a purpose to the community. Keep in mind that projects are time bound - they start and end - but a programme is ongoing. 5. An effective CofP has a temporal, environmental, political and social dimension and should have its own 'agency'. 6. Conduct visioning exercises with stakeholders to establish aims for the communities Bottom line is why will people form a community of practice if it not core to what they are doing? Hope this is helpful. Regards Elizabeth Elizabeth Rider-Grant Higher Education Consultant and Curriculum Advisor 2 Broad Street Brinklow Rugby Warwickshire CV23 0LN Tel: 00 44 (0)1788 833453 Mobile no.: 00 44 (0)773 316 5385 > Date: Fri, 8 Nov 2013 17:08:08 +0000 > From: > [log in to unmask]<mailto:[log in to unmask]><mailto:Isis. > [log in to unmask]> > Subject: Re: Communities of Practice > To: > [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask] > C.UK> > > Hi Peter and all > I can't say I have managed to do this very effectively yet but I find the 'seven principles' for cultivating communities of practice helpful (see Wenger, McDermott and Snyder 2002 ch. 3). > They are: > 1. Design for evolution > 2. Open a dialogue between inside and outside perspectives 3. Invite > different levels of participation 4. Develop both public and private > community spaces 5. Focus on value 6. Combine familiarity with > excitement 7. Create a rhythm for a community. > > Surely that would work! > Good luck > Isis > > > Isis Brook MEd, PhD, FHEA, DipSBA > Head of Learning and Teaching > CASTLe > Writtle College > phone 01245 424200 ext 26028 > > Associate Editor > Environmental Values > http://www.erica.demon.co.uk/EV.html > > > > > > -----Original Message----- > From: Online forum for SEDA, the Staff & Educational Development > Association [mailto:[log in to unmask]] On Behalf Of Peter Lake > Sent: 08 November 2013 16:51 > To: > [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask] > C.UK> > Subject: Communities of Practice > > Hi All > > In our department we are beginning to think about trying to encourage Communities of Practice (CoP) to form around broad subject domains. We do currently have internal groups, but they do tend to be personality led rather than subject driven. > > I just wondered if anyone has similarly tried to foster an environment where CoPs can develop and flourish, and if there are any key pointers you could share? > > The department concerned is computing, but I don't think that matters much? > > Many thanks in advance > > Peter Lake > LTA Lead, Computing > Sheffield Hallam University > [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]> > > ********************************************************* > FREEDOM OF INFORMATION: For all requests for information which may come under the Freedom of Information Act please contact the Freedom of Information Act officer at [log in to unmask]<mailto:[log in to unmask]><mailto:[log in to unmask]>. > ********************************************************* > This email and any files transmitted with it are confidential and intended solely for the use of the individual or entity to whom they are addressed. If you have received this email in error please notify the sender. > > Please also note that unless stated explicitly, this information is not necessarily the view or policy of Writtle College, and it does not form any kind of contract. > > This footnote also confirms that this email message has been swept for the presence of computer viruses by Clearswift Secure Email Gateway (www.clearswift.com<http://www.clearswift.com><http://www.clearswift.com<http://www.clearswift.com/>>). > ********************************************************* > This e-mail along with any attachment(s) is strictly confidential and may contain privileged information. It is intended solely for the intended recipient(s). If you are not the intended recipient, please do not disclose, store, copy, take any action or omit to take any action in reliance of its contents: to do so is strictly prohibited and may be unlawful. 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