This document discusses enabling peer-based distance learning through virtual communities of practice (VCoP). It begins by outlining the objectives, which are to recognize advantages of peer learning via distance learning using a VCoP, prepare considerations for a needs analysis of a VCoP, and outline requirements for designing, developing, implementing and evaluating a VCoP. It then discusses defining VCoPs, challenges of virtual communities, and examples of VCoPs initiated by JMSB for aviation industry programs. It outlines needs analysis considerations and stages of VCoP development. Finally, it discusses designing a VCoP, including structural elements, development stages, and considerations for distributed VCoPs.
1. VirtualVirtual
Communities ofCommunities of
Practice: EnablingPractice: Enabling
PeerPeer--basedbased
Distance LearningDistance Learning
Kristina Schneider
Centre for Instructional
Technology
John Molson School of Business
Concordia University
CADE/ACÉD
May 2005
2. Presentation ObjectivesPresentation Objectives
To get educational practionners:
to recognize the advantages of supporting peer-
based learning activities through distance learning
with a virtual community of practice
to prepare a list of considerations when doing a
needs analysis for a virtual community of practice
to outline a list of requirements when designing,
developing, implementing and evaluating a virtual
community of practice
3. Presentation OutlinePresentation Outline
Distance learning with a virtual community of
practice
Virtual communities initiated by JMSB
Needs analysis for a virtual community of
practice
Virtual community of practice design
Drafting a virtual community of practice blueprint
4. DistanceDistance
Learning with aLearning with a
VirtualVirtual
Community ofCommunity of
PracticePractice
Recognizing the
advantages of supporting
peer-based learning
activities
5. Defining a Community of PracticeDefining a Community of Practice
Communities of practice
are “groups of people
who share a concern, a
set of problems or a
passion about a topic,
and who deepen their
knowledge and expertise
in this area by interacting
on an ongoing basis”.
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
6. More then a Community of LearnersMore then a Community of Learners
“More than a ‘community
of learners’, a community
of practice is also a
‘community that learns’.
Not merely peers
exchanging ideas around
the water cooler, sharing
and benefiting from each
other's expertise, but
colleagues committed to
jointly develop better
practices.”
Source: George Pór, Community Intelligence Labs
7. Distinctive TraitsDistinctive Traits
Purpose Members Boundaries Incentive Duration
Community of
practice
Create, expand &
exchange
knowledge
Develop individual
capabilities
Self-selected
based on
expertise or
passion
Fuzzy Passion for the
domain
Identification with
group & expertise
Evolve & end
organically
Formal
departments
Deliver a product
or service
Those who report
to the manager
Clear Job requirement &
common goals
Intended to
be
permanent
Operational
Teams
Ongoing process Those assigned
by management
Clear Shared
responsibility
Indented to
be ongoing
Project Teams Task oriented Those who have a
direct role
Clear Project goals &
milestones
Predetermine
d ending
Communities
of Interest
Inform Those interested Fuzzy Access to
information
Evolve & end
organically
Informal
Networks
Distribute
information
Friends &
business
acquaintances
Undefined Mutual need &
relationships
Need based
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
8. Defining a Virtual Community of PracticeDefining a Virtual Community of Practice
Environments in which individuals with similar
interests interact with one another at a distance.
Most often used with global or distributed
communities of practice
Main advantages:
Not limited to their local peers/expertise
Has the potential to be more inclusive
Gain a global perspective
Gain a cross departmental/organisational perspective
9. Challenges of Virtual CommunitiesChallenges of Virtual Communities
Connecting across borders and time zones
Requiring local chapters because of potentially
larger membership
Managing the goals and priorities which are
likely to differ significantly
Overcoming the obstacles with knowledge
sharing and intellectual property
Recognizing that cultural differences can lead to
communication difficulties
Employing the proper technology to support
such a community
11. John Molson School of Business (JMSB)John Molson School of Business (JMSB)
Is the business faculty of Concordia University
Is the largest English speaking business school
in Canada
Has an enrolment of 6,000 students
Has a strong disciplinary research
Has a strong links to industry
Has dedicated educational technologists that
design & development of distance education
environments
12. JMSB Distance Education ModelJMSB Distance Education Model
Objective
Enabling industry professionals and managers to
remain on the job while earning their degree or
professional training
Solution
Researching distance education literature and models
Taking advantage of state-of-the-art communications
and educational technology
Establishing communities of practice to permit
industry professionals to make meaningful links
between theory and practice.
13. VCoPVCoP: Context of Application: Context of Application
Graduate level classes
Professional training programs
Alumni communities
Regardless of level of experience,
most learners have gathered a
certain amount of knowledge about
their field of study and practice.
14. VCoPVCoP: Method of Application: Method of Application
Professors act as facilitators for students’
learning:
Enabling them to make links between research and
practice
Encouraging learners to teach one another
Not only do they benefit from each other's expertise,
but they can also develop improved practices and
processes together
15. VCoPVCoP: Considerations for Application: Considerations for Application
Virtual communities of practice as part of an
instructional plan:
Pedagogically must be structured to be aligned with
learning objectives
Formal structures must be put into place to allow for
this kind of learning
Communication tools must be distributed and
mastered by learners and facilitators in order to
ensure that interaction occurs
The chosen technology must be able to capture
conversations and exchanges
16. Managing Learning and a CareerManaging Learning and a Career
“What I like about the
International Aviation MBA
Program is its applicability to
real-life situations. I was able
to implement whatever I
learned in the IAMBA Global
Executive Program to my daily
work effectively and with
impressive results.”
Haile Belai
Class of 2004
Chief, Universal Safety
Oversight Audit Section, ICAO
17. Global Aviation MBA ProgramGlobal Aviation MBA Program
Format adopted: 4
semesters (2 years)
Initial offering: October
2000
Since then 3 classes
have graduated and 1 is
in progress
GAMBA Alumni are in the
process of developing a
community of practice
Distance
Education
2 Week
Session
2 Week
Session
2 Week
Session
2 Week
Session
18. GAMBA StudentsGAMBA Students -- Countries of OriginCountries of Origin
CanadaCanada
TrinidadTrinidad
EcuadorEcuador
USAUSA
GhanaGhana
FranceFrance
EstoniaEstoniaIrelandIreland
LatviaLatvia
GermanyGermany
SwedenSweden
EnglandEngland
IcelandIceland
MauritiusMauritius
NewNew
ZealandZealand
IndiaIndia
ChinaChina
JapanJapan
RussiaRussia
Hong KongHong Kong
SingaporeSingapore
SouthSouth
AfricaAfrica
SwitzerlandSwitzerland
BosniaBosniaItalyItaly
GambiaGambia
U.A.EU.A.E
RomaniaRomania
19. Recent Distance Education ProjectsRecent Distance Education Projects
Development of Airport
Executive Leadership
Program in partnership
with ACI
Development of Aviation
Security Management
program in partnership
with ICAO
VCoP in the mandate
These programs are further enriched by the formation of
a community of practice that continues well beyond the
initial course delivery.
20. Professional Link to Aviation IndustryProfessional Link to Aviation Industry
A competitive advantage
in a growing industry
Unique learning
environment, international
and professional
More than 70 client
organizations from
around the world
Integrated industry focus
through formal and
ongoing consultations
and partnerships with…
21. Needs AnalysisNeeds Analysis
For a VirtualFor a Virtual
Community ofCommunity of
PracticePractice
Preparing a list of
considerations
22. Is aIs a VCoPVCoP the Correct Strategy?the Correct Strategy?
Considerations Fit with VCoP
Learners work in industry and/or have prior
knowledge about subject matter
Learners are dispersed geographically or
have schedules that do not permit them to
meet face to face
An instructional objective is to promote life
long learning
An program objective is to promote virtual
team work
23. Attributes of AAttributes of A VCoPVCoP
Size
Life span
Physical boundaries, such as:
Collocated or distributed
Homogenous or heterogeneous
Inside and across boundaries, such as:
Within business
Across business units
Across organizational boundaries
Formality
Spontaneous or intentional
Unrecognized to institutionalized
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
24. Structural Elements of aStructural Elements of a VCoPVCoP
Domain, which:
Legitimizes the community
Defines boundaries
Community, which:
Provides an environment for people to interact, share and learn
Enables relationship building
Practice, which:
Encompasses the shared knowledge assets of the community,
such as:
Framework Ideas Tools
Information Styles Language
Stories Documents
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
26. Stages of Community DevelopmentStages of Community Development
The jagged line represents the level of energy and visibility
that the community typically generates over time.
Levels of Energy
and Visibility
TimeDevelopmental
Tensions
Discover/
Imagine
Incubate/Deliver
Immediate Value
Focus/
Expand
Ownership/
Openness
Let Go/
Live On
Potential
Coalescing
Maturing
Stewardship
Transformation
Planning and
Launching
Communities
of Practice
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
27. PotentialPotential
At this stage:
Informal network of
learners with differing
experiences but with
similar issues and needs
Learners need to discover
common ground and
discover each others’
strengths
Structural Elements Key Issues
Domain To define the
scope of domain
of interest to the
members as well
as being aligned
to the
organisation.
Community To discover extant
social network that
engages in that
topic.
Practice To identify the
common
knowledge needs.
28. CoalescingCoalescing
At this stage:
Learners start to find value
in engaging in learning
activities and design a
community
Structural Elements Key Issues
Domain To establish the
value of sharing
domain
knowledge.
Community To develop
sufficient trust to
discuss practice
problems.
Practice To discover what
knowledge should
be shared and
how.
29. Metaphor for DesignMetaphor for Design
Wenger, McDermott and
Snyder offer an analogy
of growing a plant, which
is a useful one in
conveying the organic
process in cultivating
communities of practice
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
30. Designing with Goals in MindDesigning with Goals in Mind
Explicit design principles:
shows the relationships
between elements
makes it possible to be
more flexible and
improvisational
Networking and
knowledge sharing
Team building and
distributed virtual work
teams processes
Theoretical framework for
efficient problem-solving
for company/industry
problems and
opportunities
Conceptual
Practical
31. Steps for Designing aSteps for Designing a VCoPVCoP
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 and excitement
7. Create a rhythm for the community
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
32. Design for EvolutionDesign for Evolution
Design Requirements
Steering rather the (re)creating
Should be catalysts for a
community's natural evolution
Resembling life-long learning
strategies
Fewer elements at the
beginning and focus on
recruiting potential members
Should introduce new
practices and elements
gradually
Characteristics
Organic
Evolve naturally
Dynamic by nature
Build on existing connections
New membership may shift
focus
Reflect on and redesign
elements of themselves
throughout their existence
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
33. Open a Dialogue for Multiple PerspectivesOpen a Dialogue for Multiple Perspectives
Characteristics
Insider appreciate:
The issues at the heart of the
domain
The shared knowledge
The challenges their field
faces
The potential in emerging
ideas and techniques
Insiders can identify the real
players are and their
relationships
Insiders can understand of
community issues
Outsiders can help members
see the possibilities
Design requirements
An insider's perspective to lead
the discovery of what the
community is about
Built on the collective
experience of community
members
Channels to bring information
from outside the community
into the dialogue about what
the community could achieve
Tools to educates community
members about the role of
communities
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
34. Invite Different Levels of ParticipationInvite Different Levels of Participation
Characteristics
It is unrealistic encourage all
community members to
participate equally
Three main levels of
community participation:
The heart of the community
The active group
The peripheral group
Outsiders who have an interest
in the community
Design Requirements
Many levels of participation
A "coordinator"
A healthy degree of movement
between levels
Participants at all levels to feel
like full members
Create opportunities for active
members to take limited
leadership roles
Draw members into more
active participationCommunity members move through
these levels because the boundaries
of a community are fluid.
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
35. Develop Public and Private SpacesDevelop Public and Private Spaces
Characteristics
Rich with connections that
happen both in:
The public places
The private spaces, which
helps strengthen relationships
amongst members.
The public and private
dimensions of a community are
interrelated
Participants often have
multiple agendas:
Completing a group task
Finding help
Design Requirements
Public events:
Members experience being
part of the community
See who participates
Gain a better appreciation
overall
Private spaces:
Assess the needs of
community members
Good communities orchestrate
activities in both public and
private spaces
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
36. Focus on ValueFocus on Value
Characteristics
Value is key to community life
Full value is often not apparent
at first
Source of value often changes
over the life of the community
Early value often comes from
focusing on the current
problems and needs
Design Requirements
Should develop a systematic
and fully accessible body of
knowledge
Should promote events,
activities, and relationships
that help their value emerge
and enable members to
discover ways to harvest it
Should trace the impact of a
shared idea which takes time
and attention
Should encourage community
members to be explicit about
the value of the community
throughout its lifetime
Many of the most
valuable community
activities are the small,
everyday interactions.
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
37. Combine Familiarity and ExcitementCombine Familiarity and Excitement
Characteristics
Successful communities
offer:
Familiarity, which creates a
comfort level, which in turn
invites candid discussions
Excitement, which enables
divergent thinking and
activity, which in turn
complements familiarity
Design Requirements
Should combine both
familiar and exciting
events:
Routine activities provide
the stability for relationship-
building connections
Exciting events provide a
sense of common
adventure.
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
38. Create a Rhythm for the CommunityCreate a Rhythm for the Community
Characteristics
The rhythm is the strongest
indicator of its aliveness
too fast: feels breathless
too slow: feels sluggish
The tempo is influenced by the
rhythm
There are many rhythms in a
community:
The syncopation of familiar
and exciting events
The frequency of private
interactions
The ebb and flow from the
sidelines into active
participation
The pace of the community's
overall evolution
Design Requirements
Should combine whole-
community and small-group
gatherings
To create a balance between
the thrill of exposure to many
different ideas
To permit the comfort of more
intimate relationships
Should have a mix of idea-
sharing forums and tool-
building projects
To foster casual connections
To promote directed
community action
Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”
39. Considerations forConsiderations for VCoPsVCoPs
Because VCoPs most often serve distributed
communities, additional efforts in 4 development
activities are required:
Achieving stakeholder alignment
Creating a local/global structure
Building a strong rhythm to maintain visibility
Develop the private spaces more systematically
40. VCoPVCoP Local/Global StructureLocal/Global Structure
Regional
group
Small local
group
Small local
group
Local
coordinator
Global
coordinator
Large local
group
Source: McDermott and Jackson (2000), “Designing Global Communities”
Designing a
distributed
community with a
fractal approach