Implementing Communities of Implementing Communities of Practice at an Australian Practice at an Australian

UniversityUniversityJacquie McDonald, Learning and Jacquie McDonald, Learning and

Teaching Support Unit, University of Teaching Support Unit, University of Southern Queensland, AustraliaSouthern Queensland, Australia

Communities of Practice (CoPs) at USQ

I have worked at USQ as Learning & I have worked at USQ as Learning & Teaching Designer 20 years, ID in Teaching Designer 20 years, ID in Distance & e-Learning Centre/ LTSUDistance & e-Learning Centre/ LTSU

CoP experience gained through pilot CoP experience gained through pilot Faculty project 2006, institutional Senior Faculty project 2006, institutional Senior L&T Fellowship, 14 CoPs & growing L&T Fellowship, 14 CoPs & growing

USQ 25,000 + students – 19,000 USQ 25,000 + students – 19,000 external, distance education since 1977external, distance education since 1977

Fully online programmes since 1997Fully online programmes since 1997

The beginning of CoPs at USQThe beginning of CoPs at USQ

The CoP emerged from collaboration between academic new to USQ & ID in 2006

First year core course in business Innovative curriculum re-design But how to share? No avenues, structures or

channels to easily share what we’d learned or to learn from the practice of other colleagues

CoP envisaged – based on literature and online learning community doctoral study

Where is USQ?Where is USQ?

USQ, Toowoomba

Difference between teams and CoPs

Communities of Practice (CoPs) should not be confused with teams or task forces.

Task force ties to a specific assignment, once task completed, task force disbands, usually driven by external agenda and hierarchical leadership and structure

Value stance – many institutional meetings don’t foster participation, as this generates too many questions and raises issues of power and control – CoPs are different!

CoPs are member driven, convenor/facilitator

Features of USQ CoPs

Cohort or topic based Organic or nurtured start-up Idea based on Faculty/member idea Start up as ideas evolve – now 14 No set end date, continues to evolve Agenda determined by members Supported by LTSU (L&T Support Unit) Often co-converors

Building a community: What worksBuilding a community: What works

Identify a champion: $ & time allocationIdentify a champion: $ & time allocation Effective facilitation and stewardshipEffective facilitation and stewardship Establish ground rules to build trustEstablish ground rules to build trust Celebrate success and have funCelebrate success and have fun Voluntary and agenda member drivenVoluntary and agenda member driven Establish outcomes, value for time Establish outcomes, value for time Facilitate three elements: domain, community and Facilitate three elements: domain, community and

practice practice

Elements of communities of practiceElements of communities of practice

A domainA domain of knowledge that creates a of knowledge that creates a common ground and sense of common common ground and sense of common identityidentity

A A communitycommunity of people who care about of people who care about the domain and create the social fabric the domain and create the social fabric of learningof learning

A shared A shared practice practice developed to become developed to become effective in the domaineffective in the domain

Used as organising structure at USQUsed as organising structure at USQ

Start-up considerationsStart-up considerations

Focus – cohort or topicFocus – cohort or topic Outcomes – self, members, institutionOutcomes – self, members, institution Members – voluntary, so who to inviteMembers – voluntary, so who to invite Champions and sponsors – funding, time Champions and sponsors – funding, time

release, recognition for membersrelease, recognition for members Facilitator and LTSU supportFacilitator and LTSU support First meeting and establishing priorities First meeting and establishing priorities

and protocolsand protocols

Member story: Pauline Collins Member story: Pauline Collins

When I was first invited as a fairly cynical, jaded and When I was first invited as a fairly cynical, jaded and tired core course leader, the idea of another two hour tired core course leader, the idea of another two hour meeting was not one that I was enamored with. meeting was not one that I was enamored with.

However, I see the CoP as a bit like Habermas’s However, I see the CoP as a bit like Habermas’s lifeworldlifeworld where the real communication occurs, the where the real communication occurs, the communication that brings about change, makes communication that brings about change, makes changes, makes things happen, and supports people. changes, makes things happen, and supports people.

It feels like a safe place for you to be able to “bear It feels like a safe place for you to be able to “bear your soul”your soul”

The CoP has provided that sorely needed support, to The CoP has provided that sorely needed support, to the face of university, the core course leadersthe face of university, the core course leaders

2010 – “2010 – “I know I’m not alone”I know I’m not alone”

CoP-RS in actionCoP-RS in action

Questions?Questions?

http://www.usq.edu.au/cops/default.htmhttp://www.usq.edu.au/cops/default.htm

Resources

http://www.usq.edu.au/cops/ USQ CoP web site USQ CoP web site

McDonald, Jacquelin and Collins, Pauline and Hingst, Raymond D. and McDonald, Jacquelin and Collins, Pauline and Hingst, Raymond D. and Kimmins, Lindy and Lynch, Bernadette and Star, Cassandra (2008) Kimmins, Lindy and Lynch, Bernadette and Star, Cassandra (2008) Community learning: member's stories about their academic community Community learning: member's stories about their academic community of practice.of practice. HERDSA 2008 International Conference: Engaging HERDSA 2008 International Conference: Engaging Communities, July 1-4, Rotorua, NZ. http://eprints.usq.edu.au/4220/Communities, July 1-4, Rotorua, NZ. http://eprints.usq.edu.au/4220/

McDonald, Jacquelin and Star, Cassandra (2008) McDonald, Jacquelin and Star, Cassandra (2008) The challenges of The challenges of building an academic community of practice: an Australian case study.building an academic community of practice: an Australian case study. In: HERDSA 2008 International Conference: Engaging Communities, 1-In: HERDSA 2008 International Conference: Engaging Communities, 1-4 July 2008, Rotorua, New Zealand. http://eprints.usq.edu.au/4219/4 July 2008, Rotorua, New Zealand. http://eprints.usq.edu.au/4219/

Wenger, E 1998, Wenger, E 1998, Communities of practice: Learning, meaning, and Communities of practice: Learning, meaning, and identity,identity, Cambridge University Press, Cambridge. Cambridge University Press, Cambridge.

http://www.cpsquare.org/ CPsquare! ...the community of practice on http://www.cpsquare.org/ CPsquare! ...the community of practice on communities of practicecommunities of practice