30.3: Why are CoPs Important for Learning?

CoPs have gained their prominence primarily as vehicles for knowledge translation (KT). Focusing on moving research knowledge into practice, Canadian Institutes of Health Research (2004) defines knowledge translation as “the exchange, synthesis and ethically sound application of research findings within a complex set of interactions among researchers and knowledge users. In other words, knowledge translation can be seen as an acceleration of the knowledge cycle; an acceleration of the natural transformation of knowledge into use”. In business and not-for-profit settings, CoPs have gained prominence as support for problem-solving, as well as the articulation, management and communication of often tacit, experienced-based knowledge (Wenger et al., 2002; Wenger & Snyder, 2001). Speaking generally, KT involves an active exchange of information among various stakeholders, such as researchers, policy makers, administrators, private sector organizations and the general public.

Example \(\PageIndex{1}\)

Developing a CoP around KT resources The Mechanical Engineering Community of Practice (ME CoP), started along with the National Digital Learning Repository in Ireland. “This CoP includes all educators involved in any aspect of mechanical engineering teaching and learning at third level in Ireland. One of the aims of this community is to develop a library of quality digital resources that can be used in mechanical engineering education. This CoP also aims to provide pedagogical and technical advice on developing learning resources; organise delivery of information workshops and seminars; and organise conferences to further enhance teaching and learning practice in mechanical engineering education” (http://www.ndlr.ie /mecheng/blog/).

More recently, other terms have been proposed for essentially the same broad concept. These terms include knowledge mobilization (SSHRC, 2006), knowledge utilization (Caplan, 1978), knowledge exchange (Ofek & Sarvary, 2002), knowledge management (WHO, 2006), and knowledge transfer (CHSRF, 2003).

Some writers have distinguished “soft” from “hard” knowledge (Kimble et al., 2001). Soft knowledge can be gathered in a domain through sharing solutions to a particularly difficult problem, describing idiosyncrasies of particular tools, equipment, or processes, and recounting and reflecting on challenging events (i.e., recounting war stories). This refers to the implicit, or tacit, knowledge in a domain. CoPs are central to the creation and maintenance of soft knowledge.

Partnerships are at the heart of all KT activity (CIHR, 2004). Effective KT is dependent on meaningful exchanges among network members for the purpose of using the most timely and relevant evidence-based or experience-based information for practice or decision-making. CoPs are natural places for these partnerships and exchanges to start and grow. Relevant learning occurs when participants raise questions or perceive a need for new knowledge. Moreover, Internet technologies enable these discussions to occur in a timely manner among participants regardless of physical location and time zone, with discussions archived for review at a later date or by those who miss a discussion. Case studies throughout this chapter will illustrate CoP contributions to learning in action.

Case Study: BCcampus

BCcampus, a virtual CoP for e-learning educators, was founded in 2003 and illustrates many of the principles outlined in this chapter.

BCcampus is an online service connecting students and educators to programs and resources across all 26 public post-secondary institutions in British Columbia, Canada. BCcampus provides a single access point for students who want to take post-secondary courses and programs by distance. Through BCcampus students receive online support services, including course and program information, advising, admission, registration, library, and course delivery services. BCcampus also supports educators across the public post-secondary sector. Through BCcampus educators receive development funds for creating online learning resources, access to a shareable online learning resources (SOL*R) repository, training, and dissemination of best practices and support for communities of interest.

Discussions in the BCcampus online communities have explored a diverse set of issues, including how to teach science labs online, how to invigilate online exams, the use of e-portfolios for adult basic education, copyright, and assistive technologies for the visually impaired, to name but a few. The community has found that live events featuring or profiling expertise of interest to members often cause a ripple of excitement and interest that can be built using pre-event activities and sustained using post-event activities.

BCcampus organizers have found that ongoing programming and planning are needed to sustain their online groups. Both formally organized and impromptu events take place in the online communities; activities have featured live coverage of educational conferences, advice on the pros and cons of various tools and technologies, aggregated blog feeds, job postings, calendaring of professional development events, technical help and how-to’s, virtual conferences, podcasts, webcasts, use of virtual offices, and a myriad of others.

Combining text, images, audio, animations, and other rich media into these activities makes the use of the online community interesting and engaging. BCcampus members use star ratings, comments, and linking of content to other similar content as an essential means of highlighting items of particular interest or providing editorial comment.

This online community has not only served as a vehicle of knowledge mobilization, it has also served to identify and network practitioners with expertise, enhancing the reputation of members across the entire public post-secondary system.