Virtual Virtual Communities of Communities of

Practice: Enabling Practice: Enabling ggPeerPeer--based based

Distance LearningDistance Learninggg

Kristina SchneiderCentre for Instructional

TechnologygyJohn Molson School of Business

Concordia UniversityCADE/ACÉDCADE/ACÉD

May 2005

Presentation ObjectivesPresentation Objectivesjj

To get educational practionners:g pto recognize the advantages of supporting peer-based learning activities through distance learning with a virtual community of practiceto prepare a list of considerations when doing a needs analysis for a virtual community of practiceto outline a list of requirements when designing, d l i i l ti d l ti i t ldeveloping, implementing and evaluating a virtual community of practice

Presentation OutlinePresentation Outline

Distance learning with a virtual community of g ypracticeVirtual communities initiated by JMSBVirtual communities initiated by JMSBNeeds analysis for a virtual community of practicepracticeVirtual community of practice designDrafting a virtual community of practice blueprint

DistanceDistanceDistance Distance Learning with a Learning with a

VirtualVirtualVirtual Virtual Community of Community of

P tiP tiPracticePractice

Recognizing the advantages of supporting

peer-based learning activities

Defining a Community of Practice Defining a Community of Practice g yg y

Communities of practice are “groups of people who share a concern, a set of problems or a passion about a topicpassion about a topic, and who deepen their knowledge and expertise g pin this area by interacting on an ongoing basis”.

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

More then a Community of LearnersMore then a Community of Learnersyy

“More than a ‘community of learners’, a community of practice is also a ‘ it th t l ’‘community that learns’. Not merely peers exchanging ideas aroundexchanging ideas around the water cooler, sharing and benefiting from each other's expertise, but colleagues committed to jointly develop betterjointly develop better practices.”

Source: George Pór, Community Intelligence Labs

Distinctive TraitsDistinctive Traits

P M b B d i I i D iPurpose Members Boundaries Incentive Duration

Community of practice

Create, expand & exchange knowledge

Self-selected based on expertise or

Fuzzy Passion for the domainIdentification with

Evolve & end organically

Develop individual capabilities

passion group & expertise

Formal departments

Deliver a product or service

Those who report to the manager

Clear Job requirement & common goals

Intended to be

tpermanent

Operational Teams

Ongoing process Those assigned by management

Clear Shared responsibility

Indented to be ongoing

Project Teams Task oriented Those who have a Clear Project goals & PredetermineProject Teams Task oriented Those who have a direct role

Clear Project goals & milestones

Predetermined ending

Communities of Interest

Inform Those interested Fuzzy Access to information

Evolve & end organically

Informal Networks

Distribute information

Friends & business acquaintances

Undefined Mutual need & relationships

Need based

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Defining a Virtual Community of PracticeDefining a Virtual Community of Practiceg yg y

Environments in which individuals with similar interests interact with one another at a distance. Most often used with global or distributedMost often used with global or distributed communities of practiceMain advantages:Main advantages:

Not limited to their local peers/expertiseH th t ti l t b i l iHas the potential to be more inclusiveGain a global perspectiveG i d t t l/ i ti l tiGain a cross departmental/organisational perspective

Challenges of Virtual CommunitiesChallenges of Virtual Communitiesgg

Connecting across borders and time zonesgRequiring local chapters because of potentially larger membershipgManaging the goals and priorities which are likely to differ significantly Overcoming the obstacles with knowledge sharing and intellectual propertyRecognizing that cultural differences can lead to communication difficultiesEmploying the proper technology to support such a community

Vi t lVi t lVirtual Virtual Communities Communities Initiated by Initiated by

JMSBJMSBJMSBJMSB

Networking the International Aviation

Industry

John Molson School of Business (JMSB)John Molson School of Business (JMSB)( )( )

Is the business faculty of Concordia Universityy yIs the largest English speaking business school in Canadain CanadaHas an enrolment of 6,000 studentsH t di i li hHas a strong disciplinary researchHas a strong links to industryHas dedicated educational technologists that design & development of distance education g penvironments

JMSB Distance Education ModelJMSB Distance Education Model

Objective jEnabling industry professionals and managers to remain on the job while earning their degree or professional training

Solution Researching distance education literature and modelsTaking advantage of state-of-the-art communications g gand educational technologyEstablishing communities of practice to permit industry professionals to make meaningful links between theory and practice.

VCoP: Context of ApplicationVCoP: Context of Applicationpppp

Graduate level classesProfessional training programsAlumni communitiesAlumni communities

Regardless of level of experienceRegardless of level of experience, most learners have gathered a certain amount of knowledge about their field of study and practicetheir field of study and practice.

VCoP: Method of ApplicationVCoP: Method of Applicationpppp

Professors act as facilitators for students’ learning:

Enabling them to make links between research and gpracticeEncouraging learners to teach one anotherg gNot only do they benefit from each other's expertise, but they can also develop improved practices and processes together

VCoP: Considerations for ApplicationVCoP: Considerations for Applicationpppp

Virtual communities of practice as part of an p pinstructional plan:

Pedagogically must be structured to be aligned with g g y glearning objectivesFormal structures must be put into place to allow for p pthis kind of learningCommunication tools must be distributed and mastered by learners and facilitators in order to ensure that interaction occursTh h t h l t b bl t tThe chosen technology must be able to capture conversations and exchanges

Managing Learning and a CareerManaging Learning and a Careerg g gg g g

“What I like about the I t ti l A i ti MBAInternational Aviation MBA Program is its applicability to real-life situations. I was able to implement whatever I learned in the IAMBA Global Executive Program to my daily g y ywork effectively and with impressive results.”

Haile BelaiClass of 2004Chief, Universal Safety Oversight Audit Section, ICAO

Global Aviation MBA ProgramGlobal Aviation MBA Programgg

Format adopted: 4 semesters (2 years)Initial offering: October 2000Since then 3 classes h d t d d 1 i Distance

Educationhave graduated and 1 is in progressGAMBA Alumni are in the 2 Week

SessionGAMBA Alumni are in the process of developing a community of practice

2 Week Session

community of practice

2 Week Session

2 Week Session

GAMBA Students GAMBA Students -- Countries of OriginCountries of Origingg

I l dI l d

CanadaCanadaFranceFrance

EstoniaEstoniaIrelandIrelandLatviaLatvia

GermanyGermany

SwedenSweden

EnglandEngland

IcelandIcelandRussiaRussia

SwitzerlandSwitzerland

RomaniaRomania

USAUSAFranceFrance

ChinaChinaJapanJapan

Hong KongHong Kong

SwitzerlandSwitzerlandBosniaBosniaItalyItaly

U.A.EU.A.E

TrinidadTrinidadEcuadorEcuador

GhanaGhanaIndiaIndia

Hong KongHong Kong

SingaporeSingapore

GambiaGambia

MauritiusMauritiusSouth South AfricaAfrica

New New ZealandZealand

Recent Distance Education ProjectsRecent Distance Education Projectsjj

Development of Aviation Development of Airport Security Management program in partnership

ith ICAO

Executive Leadership Program in partnership

ith ACIwith ICAO with ACI

VCoP in the mandate

These programs are further enriched by the formation of a community of practice that continues well beyond the

initial course delivery.

Professional Link to Aviation IndustryProfessional Link to Aviation Industryyy

A competitive advantage in a growing industryUnique learning environment, international and professionalM th 70 li tMore than 70 client organizations from around the worldaround the worldIntegrated industry focus through formal andthrough formal and ongoing consultations and partnerships with…

N d A l iN d A l iNeeds Analysis Needs Analysis For a Virtual For a Virtual

Community of Community of PracticePracticePracticePractice

Preparing a list of considerations

Is a VCoP the Correct Strategy?Is a VCoP the Correct Strategy?gygy

Considerations Fit with VCoPLearners work in industry and/or have prior knowledge about subject matterLearners are dispersed geographically or h h d l th t d t it th thave schedules that do not permit them to meet face to faceAn instructional objective is to promote lifeAn instructional objective is to promote life long learningAn program objective is to promote virtualAn program objective is to promote virtual team work

Attributes of A VCoPAttributes of A VCoP

SizeLife spanPhysical boundaries, such as:y

Collocated or distributedHomogenous or heterogeneousInside and across boundaries, such as:

Within businessAcross business unitsAcross business unitsAcross organizational boundaries

FormalityFormalitySpontaneous or intentionalUnrecognized to institutionalizedUnrecognized to institutionalized

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Structural Elements of a VCoPStructural Elements of a VCoP

Domain, which:Legitimizes the community Defines boundaries

Community, which:Provides an environment for people to interact, share and learn Enables relationship buildingEnables relationship building

Practice, which:Encompasses the shared knowledge assets of the communityEncompasses the shared knowledge assets of the community, such as:

Framework Ideas Tools Information Styles Language Stories Documents

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Virtual Virtual Community ofCommunity ofCommunity of Community of

Practice DesignPractice Design

Outlining a list of requirements

Stages of Community DevelopmentStages of Community Developmentg y pg y pThe jagged line represents the level of energy and visibility that the community typically generates over time.y yp y g

Levels of Energyand Visibility

Stewardship

Coalescing

Maturing

Transformation

Planning and Launching

Communities of Practice

Potential

Transformation

TimeDevelopmentalTensions

Discover/Imagine

Incubate/DeliverImmediate Value

Focus/Expand

Ownership/Openness

Let Go/Live On

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

PotentialPotential

At this stage:Informal network of learners with differing experiences but with

Structural Elements Key Issues

Domain To define the scope of domainexperiences but with

similar issues and needsLearners need to discover

d d

scope of domain of interest to the members as well as being aligned t thcommon ground and

discover each others’ strengths

to the organisation.

Community To discover extant social net ork thatsocial network that engages in that topic.

Practice To identify the common knowledge needs.

CoalescingCoalescinggg

At this stage:Learners start to find value in engaging in learning activities and design a

Structural Elements Key Issues

Domain To establish the value of sharingactivities and design a

communityvalue of sharing domain knowledge.

C it T d lCommunity To develop sufficient trust to discuss practice problems.problems.

Practice To discover what knowledge should b h d dbe shared and how.

Metaphor for DesignMetaphor for Designp gp g

Wenger, McDermott and Snyder offer an analogy of growing a plant, which i f l iis a useful one in conveying the organic process in cultivatingprocess in cultivating communities of practice

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Designing with Goals in MindDesigning with Goals in Mindg gg g

Explicit design principles: Networking and shows the relationships between elementsmakes it possible to be

knowledge sharingTeam building and

makes it possible to be more flexible and improvisational

distributed virtual work teams processesTh ti l f k fTheoretical framework for efficient problem-solving for company/industryC t l for company/industry problems and opportunities

Conceptual

P ti lPractical

Steps for Designing a VCoPSteps for Designing a VCoPp g gp g g

1. Design for evolution g2. Open a dialogue between inside and outside

perspectivesperspectives 3. Invite different levels of participation 4 D l b th bli d i t it4. Develop both public and private community

spaces 5. Focus on value 6. Combine familiarity and excitement y7. Create a rhythm for the community

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Design for EvolutionDesign for Evolutiongg

Characteristics Design RequirementsOrganicEvolve naturallyDynamic by nature

Steering rather the (re)creatingShould be catalysts for a community's natural evolutionDynamic by nature

Build on existing connectionsNew membership may shift

community s natural evolutionResembling life-long learning strategiesp y

focusReflect on and redesign elements of themselves

Fewer elements at the beginning and focus on recruiting potential memberselements of themselves

throughout their existence

g pShould introduce new practices and elements graduallygradually

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Open a Dialogue for Multiple PerspectivesOpen a Dialogue for Multiple Perspectivesp g p pp g p p

CharacteristicsI id i

Design requirementsA i id ' i l dInsider appreciate:

The issues at the heart of the domain

An insider's perspective to lead the discovery of what the community is about

The shared knowledgeThe challenges their field faces

Built on the collective experience of community members

The potential in emerging ideas and techniques

Insiders can identify the real l d th i

Channels to bring information from outside the community into the dialogue about what

players are and their relationshipsInsiders can understand of

the community could achieveTools to educates community members about the role of

community issuesOutsiders can help members see the possibilities

communities

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Invite Different Levels of ParticipationInvite Different Levels of Participationpp

Characteristics Design RequirementsIt is unrealistic encourage all community members to participate equally

Many levels of participation A "coordinator" A healthy degree of movementp p q y

Three main levels of community participation:

Th h t f th it

A healthy degree of movement between levelsParticipants at all levels to feel

The heart of the communityThe active groupThe peripheral group

like full membersCreate opportunities for active members to take limited

Outsiders who have an interest in the community

members to take limited leadership rolesDraw members into more

ti ti i tiactive participationCommunity members move through these levels because the boundaries of a community are fluid.

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Develop Public and Private SpacesDevelop Public and Private Spacesp pp p

Characteristics Design RequirementsRich with connections that happen both in:

The public places

Public events:Members experience being part of the communityThe public places

The private spaces, which helps strengthen relationships amongst members

p ySee who participatesGain a better appreciation overallamongst members.

The public and private dimensions of a community are i t l t d

overallPrivate spaces:

Assess the needs of interrelatedParticipants often have multiple agendas:

community members Good communities orchestrate activities in both public and p g

Completing a group taskFinding help

pprivate spaces

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Focus on ValueFocus on Value

CharacteristicsV l i k i lif

Design RequirementsSh ld d l iValue is key to community life

Full value is often not apparent at first

Should develop a systematic and fully accessible body of knowledge

Source of value often changes over the life of the communityEarly value often comes from

Should promote events, activities, and relationships that help their value emerge

d bl b tEarly value often comes from focusing on the current problems and needs

and enable members to discover ways to harvest itShould trace the impact of a shared idea which takes time and attentionShould encourage community

Many of the most valuable community activities are the small, g y

members to be explicit about the value of the community throughout its lifetime

activities are the small, everyday interactions.

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Combine Familiarity and ExcitementCombine Familiarity and Excitementyy

Characteristics Design RequirementsSuccessful communities offer:

Should combine both familiar and exciting

Familiarity, which creates a comfort level, which in turn invites candid discussions

events:Routine activities provide the stability for relationship-invites candid discussions

Excitement, which enables divergent thinking and activity which in turn

the stability for relationship-building connectionsExciting events provide a

factivity, which in turn complements familiarity

sense of common adventure.

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Create a Rhythm for the CommunityCreate a Rhythm for the Communityy yy y

CharacteristicsThe rhythm is the strongest

Design RequirementsShould combine wholeThe rhythm is the strongest

indicator of its alivenesstoo fast: feels breathlesstoo slow: feels sluggish

Should combine whole-community and small-group gatherings

To create a balance betweentoo slow: feels sluggishThe tempo is influenced by the rhythmThere are many rhythms in a

To create a balance between the thrill of exposure to many different ideasTo permit the comfort of more intimate relationshipsThere are many rhythms in a

community:The syncopation of familiar and exciting events

intimate relationshipsShould have a mix of idea-sharing forums and tool-building projects

The frequency of private interactionsThe ebb and flow from the sidelines into active

building projectsTo foster casual connections To promote directed community actionsidelines into active

participationThe pace of the community's overall evolution

Source: Wenger, McDermott and Snyder (2002), “Cultivating Communities of Practice”

Considerations for VCoPsConsiderations for VCoPs

Because VCoPs most often serve distributed communities, additional efforts in 4 development activities are required:q

Achieving stakeholder alignmentCreating a local/global structureCreating a local/global structureBuilding a strong rhythm to maintain visibilityDevelop the private spaces more systematicallyDevelop the private spaces more systematically

VCoP Local/Global StructureVCoP Local/Global Structure

Large local

Localcoordinator

group

Small local

Regionalgroup

Small localgroup

Globalcoordinator

Designing a di t ib t d

Small localgroup

distributed community with a fractal approach

Source: McDermott and Jackson (2000), “Designing Global Communities”

Drafting aDrafting aDrafting a Drafting a Virtual Virtual

Community ofCommunity ofCommunity of Community of Practice Practice Bl i tBl i tBlueprint Blueprint

An Exercise

Thank youThank youyy

Question & comments