Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments

An Analysis of Key Factors for the Success of the Communal Management of Knowledge.

This paper explores the links between Knowledge Management and new community-based models of the organization from both a theoretical and an empirical perspective. From a theoretical standpoint, we look at Communities of Practice (CoPs) and Knowledge Management (KM) and explore the links between the two as they relate to the use of information systems to manage knowledge. We begin by reviewing technologically supported approaches to KM and introduce the idea of Systèmes d'Aide à la Gestion des Connaissances SAGC (Systems to aid the Management of Knowledge). Following this we examine the contribution that communal structures such as CoPs can make to intraorganizational KM and highlight some of 'success factors' for this approach to KM that are found in the literature. From an empirical standpoint, we present the results of a survey involving the Chief Knowledge Officers (CKOs) of twelve large French businesses; the objective of this study was to identify the factors that might influence the success of such approaches. The survey was analysed using thematic content analysis and the results are presented here with some short illustrative quotes from the CKOs. Finally, the paper concludes with some brief reflections on what can be learnt from looking at this problem from these two perspectives.Knowledge Management; Community-based; Communities of Practice; Gestion des Connaissances; Chief Knowledge Officers; Success Factors; KM

Reluctant Bedfellows or Model Marriage? : Postmodern Thinking Applied to Mainstream Public Sector Health Services Research Settings

An important mobilisation of postmodernism is as a way of thinking that pays particular attention to the play of differences in human thought and experience. Informed by the Derridean theory of deconstruction, the current discussion critically examines an original piece of health services research undertaken by the author, which aimed to derive propositions about how health service researchers disseminated research information to those in daily practice in the United Kingdom (UK) National Health Service (NHS). The objective is to provide an analytical review of those tacit and oftentimes suppressed, marginalized or hidden, forms of knowledge that may be conveniently overlooked or glossed over in mainstream health services research, which is largely produced by university-based researchers who remain subject to traditional academic pressures. Following a review of the theory and practice of deconstruction, Boje and Dennehy’s (1994) specific seven-point ‘deconstruction methodology’, based on drawing empirical data through bipolar opposite themes, is deployed before concluding with a consideration of the implications of a postmodern analysis of mainstream healthcare practice, policy and organisation settings, which have a central role to play in delivering service improvement in the new financial environment

Reluctant Bedfellows or Model Marriage? Postmodern Thinking Applied to Mainstream Public Sector Health Services Research Settings

An important mobilisation of postmodernism is as a way of thinking that pays particular attention to the play of differences in human thought and experience. Informed by the Derridean theory of deconstruction, the current discussion critically examines an original piece of health services research undertaken by the author, which aimed to derive propositions about how health service researchers disseminated research information to those in daily practice in the United Kingdom (UK) National Health Service (NHS). The objective is to provide an analytical review of those tacit and oftentimes suppressed, marginalized or hidden, forms of knowledge that may be conveniently overlooked or glossed over in mainstream health services research, which is largely produced by university-based researchers who remain subject to traditional academic pressures. Following a review of the theory and practice of deconstruction, Boje and Dennehy’s (1994) specific seven-point ‘deconstruction methodology’, based on drawing empirical data through bipolar opposite themes, is deployed before concluding with a consideration of the implications of a postmodern analysis of mainstream healthcare practice, policy and organisation settings, which have a central role to play in delivering service improvement in the new financial environment.

Examining the five‐stage e‐moderating model: Designed and emergent practice in the learning technology profession

This paper highlights the need for learning technologists to establish their ‘academic legitimacy’ within the complexities of online learning and teaching practice. Frameworks such as the ‘five stage e‐moderating model’ can be useful in developing the knowledge base but there are dangers in them becoming too reified within an increasingly commodified higher education (HE) environment. The paper calls for greater professional reflexivity and contestation within learning technology practice and concludes by inviting the Alt‐J readership to engage in a critical debate with regard to these issues

Building STEM Teacher Capacity at a South American International School

Although originating in the United States, STEM education has gained acceptance worldwide as an inquiry-based, interdisciplinary approach engaging students in active learning. Despite the ubiquity of STEM—science, technology, engineering, and mathematics, schools face challenges in providing professional development for teachers. This dissertation addresses a lack of adequate professional development to support STEM implementation at an international school in South America. Based on a constructivist assumption that teachers’ beliefs, cultures, and experiences mediate their learning, a mentoring program was selected as the most viable solution strategy. Mentoring provides a pathway for mentees to enact new strategies with their mentor’s support promoting reflection and professional growth. The change requires a transformational leadership approach, complemented by distributed leadership practices, to foster relational trust, inspire a change vision, and focus on the collective learning of program coordinators, mentors, and mentees needed to propel the change forward. A change path framework will be employed that awakens, mobilizes, and accelerates change forces toward the eventual institutionalization of the mentor program. This framework, combined with a robust monitoring, evaluation, and communication plan, will incorporate teacher voices and foster commitment at each phase of change. Structuring an effective professional development model that includes teachers’ prior knowledge, beliefs, language, and culture will promote a shift away from postcolonial patterns in the school context and build teacher capacity and confidence to teach STEM

Polycontextuality: Driving Professional Change in Online Communities of Practice

This paper reports on a case research project that investigated how online communities facilitate professional change. The context was an ICT professional development programme which aimed to transform teaching in New Zealand. Research indicates that transformations in professional behaviour require changes in professional knowledge – interpretive frameworks, values and methods. However, there is little understanding of how to facilitate this. We focused on this issue, guided by the question, “How do online communities of practice facilitate the embedding of professional knowledge?” Embedding was driven by repeated crossings between engagement spaces (communication contexts) in a polycontextual system. polycontextuality has been linked with expert knowledge acquisition. Here, the number of contexts was dramatically increased. As individuals crossed between engagement spaces, with a shared focus, they adapted and recombined content to fit the demands of each context. This required deep engagement with ideas. Embedding was evidenced by theory-practice crossings, and personalisation of recurrent, powerful themes

Platforms of Learning: The Ongoing Professonal Learning of Experienced Principals in Aotearoa New Zealand

Little is known about the professional learning of experienced school principals in New Zealand. How do they maintain sufficient learning to meet a diverse and fluid variety of leadership expectations after at least five years as principal? This research examines the professional learning habits and preferences of fifty two experienced school principals from a variety of schools covering subgroups of Years 1 – 13 within the Waikato and Bay of Plenty regions. A self-selected self-administered survey elicited responses on their use of over twenty three potential sources of learning. This approach was used to provide a fresh look at an under-researched topic. Research findings demonstrate that respondents used all learning sources to varying degrees according to factors such as personal preference, availability, cost, perceived quality, time and distance. A single best practice model remains elusive; those surveyed adopted eclectic approaches to their professional learning. The impact of information technologies and the role of professional principals’ associations in monitoring, promoting and supporting principals’ access to high quality professional learning are also discussed. Consideration of links between survey data and existing theory has resulted in the development of a framework of learning platforms for experienced principals. In addition, a number of dualities are highlighted. Together the proposed learning platforms and dualities provide a conceptual mechanism for the planning of deliberate professional learning and directions for further research

The Field of Ambidexterity Research: Perspective from Information Systems Domain

The study of ambidexterity continues to attract attention from scholars across multiple business domains. This has contributed to several reviews of the ambidexterity field being conducted and reported in the recent past. This article builds on the existing reviews and takes stock of the ambidexterity research, with a focus on Information Systems (IS) domain. Furthermore, this systematic review takes a unified perspective of the field and addresses some of the ongoing debates about the conceptualisation of the ambidexterity construct, trade-offs being addressed as well as its relevance and applicability for IS research