Summary of proceedings from the launch symposium, discussion, and proposed action plan for the England Centre for Practice Development’s international community of practice for end of life care

This paper provides a summary of summary of proceedings from the launch symposium, discussion, and proposed action plan for the England Centre for Practice Development’s International Community of Practice for End of Life Care held at The Spitfire Cricket Ground, Canterbury, on the 7th October 2016. It has been disseminated for discussion by members of the international community of practice and more widely for discussion and comment. The action plan and priorities in the document were co-created by attendees at the event including the President of The European Association of Palliative Care and several other international experts in end of life care

Human herpesvirus 6, 7 and 8 in solid organ transplantation- guidelines from the American society of transplantation infectious diseases community of practice

These updated guidelines from the Infectious Diseases Community of Practice of the American Society of Transplantation review the diagnosis, prevention and management of HHV-6A, HHV-6B, HHV-7, and HHV-8 in the pre- and post-transplant period. The majority of HHV-6 (A and B) and HHV-7 infections in transplant recipients are asymptomatic; symptomatic disease is reported infrequently across organs. Routine screening for HHV-6 and 7 DNAemia is not recommended in asymptomatic patients, nor are prophylaxis or preemptive therapy. Detection of viral nucleic acid by quantitative PCR in blood or CSF is the preferred method for diagnosis of HHV-6 and HHV-7 infection. The possibility of chromosomally-integrated HHV-6 DNA should be considered in individuals with persistently high viral loads. Antiviral therapy should be initiated for HHV-6 encephalitis and should be considered for other manifestations of disease. HHV-8 causes Kaposi's sarcoma, primary effusion lymphoma, and multicentric Castleman disease and is also associated with hemophagocytic syndrome and bone marrow failure. HHV-8 screening and monitoring may be indicated to prevent disease. Treatment of HHV-8 related disease centers on reduction of immunosuppression and conversion to sirolimus, while chemotherapy may be needed for unresponsive disease. The role of antiviral therapy for HHV-8 infection has not yet been defined. This article is protected by copyright. All rights reserved

How healthy is your ‘community of practice’?

This article explores cultural change and situated approaches to learning as a basis for understanding developments in the daily life of the probation organization. These are highlighted in the concept of ‘communities of practice’ that describes learning in the everyday activities of practitioners’ work. It is argued that the future can be changed by greater attention to context specific knowledge-in-use through practitioner research.</p

Sustaining interaction in a mathematical community of practice

This paper focuses on an activity in which students explore sequences through a game, using ToonTalk programming and a web-based collaboration system. Our analytical framework combines theory of communities of practice with domain epistemology. We note three factors which influence the length and quality of interactions: facilitation, reciprocation and audience-awareness

Enabling a community of practice: Fostering social learning between designers and design managers at postgraduate level

This paper discusses the principles and practices of a joint programme of MA Design and Design Management studies at a UK-based university that has encouraged students from different design disciplines to develop a community of practice (COP). It describes the structure of the current MA programmes and how a series of staff initiatives in response to financial and organisational necessity has led to conditions conducive for the emergence of a communities of practice. A community of practice is defined by Wenger and Synder (1999, p.139-140) as a group of people informally bound together by shared expertise or a particular interest. Developing a COP can be a means to generate new ideas, methods and processes (Schlager, Fusco, & Schank, 2002). Building a community of practice is a vital ingredient in the development of a design professional operating in a post-disciplinary design era in which complex problems stretch across traditional disciplines and cultures (Moggridge, 2007). The paper begins by providing a background to the growth and expansion of postgraduate education in the institution and proceeds to describe the structure and delivery of its programmes. It highlights learning opportunities created by teaching staff to facilitate the development of a community of practice. It concludes by presenting a number of challenges faced by programmes in maintaining conducive environments for COP to foster in view of proposed growth

Repositioning academic literacy: charting the emergence of a community of practice

This paper reflects on the experiences of the authors in planning and teaching a short-course in academic literacy for students enrolled in the first year of an education degree. By conceptualising tertiary literacy as a social practice and drawing on a sociocultural approach to learning, the members of the project team were able to move beyond deficit views of individual students towards a consideration of their own teaching practices and how they could best help students expand their literate repertoires. This approach provided opportunities for the team to focus on pedagogical matters and to chart its own emergence as a community of practice working on a shared problem

Twitter: A Professional Development and Community of Practice Tool for Teachers

This article shows how a group of language teachers use Twitter as a tool for continuous professional development through the #MFLtwitterati hashtag. Based on data collected through a survey (n=116) and interviews (n=11), it describes how this collective of teachers use the hashtag and evaluates the impact of their Twitter network on their teaching practices. The results show that most users try the suggestions and ideas that they find on this network, which have a positive impact on their teaching. Finally, the article assesses whether the hashtag users can be described as a community of practice

Conditions for building a community of practice in an advanced physics laboratory

In this paper we explore the theory of communities of practice in the context of a physics college course and in particular the classroom environment of an advanced laboratory. We introduce the idea of elements of a classroom community being able to provide students with the opportunity to have an accelerated trajectory towards being a more central participant of the community of practice of physicists. This opportunity is a result of structural features of the course and a primary instructional choice which result in the development of a learning community with several elements that encourage students to engage in more authentic practices of a physicist. A jump in accountable disciplinary knowledge is also explored as a motivation for enculturation into the community of practice of physicists. In the advanced laboratory what students are being assessed on as counting as physics is significantly different and so they need to assimilate in order to succeed.Comment: 14 pages, 1 figur

Blogs: A tool to facilitate reflection and community of practice in sports coaching?

A reflective approach to practice is consistently espoused as a key tool for understanding and enhancing coach learning and raising the vocational standards of coaches. As such, there is a clear need for practical tools and processes that might facilitate the development and measurement of “appropriate” reflective skills. The aim of this preliminary study was to explore the use of online blogs as a tool to support reflection and community of practice in a cohort of undergraduate sports coaching students. Twenty-six students (6 females, 20 males) reflected on their coaching practice via blogs created specifically for reflection. Blogs were subjected to category and content analysis to identify the focus of entries and to determine both the emergent reflective quality of posts and the extent to which an online community of practice emerged. Findings revealed that descriptive reflection exceeded that of a critical nature, however, bloggers exhibited a positive trajectory toward higher order thinking and blogs were an effective platform for supporting tutor-student interaction. Despite the peer discourse features of blogs, collaborative reflection was conspicuous by its absence and an online community of practice did not emerge