The Community Canvas is a framework that helps people and organizations build stronger communities. It provides a template for anyone who brings people together.
Knowledge sharing is fundamental to the new paradigm of development. In the new paradigm, countries lead their own development process by exploiting lessons learned in environments similar to theirs rather than struggling to adapt less-relevant solutions created in advanced economies. Knowledge-sharing practitioners within and across developing countries improve development outcomes by learning from each other about their successes, failures, and challenges. Such collaboration leads to better decisions and accelerates the development process.
As detailed in the handbook Becoming a Knowledge-Sharing Organization, institutions require a strong enabling environment to carry out knowledge sharing—above all, leadership that encourages needed changes in culture, a supportive governance structure, and financing. Only then can organizations develop the technical skills needed for the disciplined practice of knowledge capture, learning, and sharing that must be integrated into an institution’s day-to-day operations.
The World Bank and many other development organizations are including knowledge sharing in the capacity building components of their lending operations and advisory activities. In this way, development projects help embed knowledge-sharing attitudes and capabilities in the public sector institutions of developing countries as well as strengthen their ability to learn from other domestic and foreign organizations
This article describes a longitudinal ethnographic research project in a Grade 1 classroom enrolling L2 learners and Anglophones. Using a community-of-practice perspective rarely applied in L2 research, the author examines three classroom practices that she argues contribute to the construction of L2 learners as individuals and as such reinforce traditional second language acquisition perspectives. More importantly, they serve to differentiate participants from one another and contribute to community stratification. In a stratified community in which the terms of stratification become increasingly visible to all, some students become defined as deficient and are thus systematically excluded from just those practices in which they might otherwise appropriate identities and practices of growing competence and expertise.
Discussions on Learning in Online Networks and Communities | Title: Discussions on Learning in Online Networks and Communities, Author: Giorgio Bertini, Name: discussions_on_learning_in_online_networks_and_com, Length: 40 pages, Published: 2010-11-27T00:00:00.000Z
El Departament de Justícia porta a terme el programa Compartim, de gestió del coneixement, que promou l'aprenentatge per l'intercanvi d'experiències i la compartició de bones pràctiques. Ja hi han participat més de vuit-centes persones, i el coneixement produït i difós inclou més de seixanta documents entre ponències, protocols, manuals, plantilles, documents de treball, procediments, etc.
novagob es la red social de la administración pública en español. Una oportunidad para innovar el sector público mediante el trabajo colaborativo de las personas que trabajan en el sector público.
Documento en el que se explican las características y el modelo metodológico de las comunidades de aprendizaje puestas en marcha por el Departamento de Formación de la Diputación de Alicante.
Although Communities of Practice have become a core concept in understanding how knowledge is managed within organizations, there have been few studies of the praxis of formation of Communities of Practice. In this article, we report on a Grounded Theory study of the members of a previously identified Community of Practice within the UK Higher Education Academy Psychology Network. In addition to providing data on the functioning of the community, the study also revealed a hitherto unrecognized form of community that exhibits all of the characteristics of CoPs yet has only a transient existence that seems to nucleate around an existing core community. Drawing on the metaphor of quantum behaviour, we termed these communities Quantum Communities of Practice. We describe a theory to explain this phenomenon that is grounded in the data from the study. We conclude by discussing the value and validity of our findings and methodology and indicating the next steps we will take in our research.
