8611 Unit 9 Revised.pptx. Critical thinking and reflections

8611 critical thinking and reflections

1. Communities of Practice & Knowledge UNIT – 9 By Lieutenant Colonel Muhammad Afaq Durrez, TI(M) PhD Scholar EPM, AIOU

2. Quote of the Day

3. Definition “ A group of people who gather online and engage in the acquisition and exchange of  knowledge  around a particular topic, either with explicit goals of building new  knowledge , or less formally through shared interests and practice ”

4. What is meant by Community? Community is a social structure comprising a group of people: Living in the same locale OR Belonging to same religion/sect OR Sharing same sociopolitical interests OR Having same academic/ professional field The social construction of identity shapes each person's view and interpretation of the world. Homogenous or Heterogenous Small or Large

5. Some Examples of Types…. Local or Global Face to Face OR Online Closely defined or Far reaching Native or Setteled

6. Community of Practice Lave and Wenger (1991) introduced the concept of community of practice which describes a learning theory with a strong relationship to the social construction of knowledge. A community of practice is not simply a club of friends or an association of connections between people. It has an identity defined by a shared DOMAIN OF INTEREST .

7. Community of Practice ( Cont …) In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. BOND OF COMMUNITY A community of practice is not merely a community of interest–people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a SHARED PRACTICE .

8. Forms of Knowledge in Community Practice

9. Perceived Knowledge of Perception When information passes through our knowledge filter, one of three things happens: We decide that the information is not meaningful to us and the perception stops there, We do not immediately recognize the information, but believe it may be meaningful to us so we have some incentive to gain more information The information is meaningful to us and therefore passes through the next filter, the valuing filter. If a person always feels well informed , he or she may engage in early closure, not seek out additional information, and perhaps reach a faulty conclusion.

10. Problems in Perceived Knowledge Highly subjective: based on one's culture, education, experience, gender, age, etc. Unique Subject to constant change (new information, new experiences = new perceptions) Frequently inaccurate

11. Critical and Reflective Knowledge Critical knowledge answers how and why exists in the current form and what is yet missing or not included Reflective knowledge requires justification as to taking one’s sources to be reliable. Reflective knowledge turns out to be a meta-competence (Multiple) Disposition to aptly evaluate the circumstances. If one is to have reflective knowledge, one must have “an understanding of its place in a wider whole that include one’s beliefs and knowledge of it and how these come about” (Sosa, 2007).

12. How Community of Practice Help Individual YOU Junior Colleagues Global Experts Local Experts Senior Colleagues

13. Community of Knowledge The community of knowledge is a group of people who gather online and engage in the acquisition and exchange of knowledge around a particular topic, either with explicit goals of building new knowledge, or less formally through shared interests and practice. In the current century we can easily go beyond the geographical limits Most of these groups network and share knowledge in conferences, seminars, webinars, and social media networks etc. and then continue to share knowledge and knowledge creation practices

14. Community of Knowledge "A group of individuals informally bound to one another through exposure to a common class of problems, common pursuit of solutions, and thereby themselves embodying a store of knowledge" (Stewart 2001 in Botha et al 2008). “Group of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis”. (Wenger, McDermott & Snyder, 2002)

15. Dimensions of Communities of Knowledge The perspective of communities of knowledge and practice affects educational practices along three dimensions Internally: How to organize educational experiences that ground learning in practice through participation in communities around subject matters? Externally: How to connect the experience of students to actual practice through peripheral forms of participation in broader communities beyond the walls of the educational institution? Over the lifetime of students: How to serve the lifelong learning needs of students by organizing communities of practice focused on topics of continuing interest to students throughout their life?

16. Functioning of Communities of Knowledge Purpose – Aim should be understood by all members Function – Only related projects and practices should be there Output - Published and Unpublished resources, events and discussions developed or sourced by community members Transformation from virtual to real

17. Stages of Community Development Purpose – Aim should be understood by all members Function – Only related projects and practices should be there Output - Published and Unpublished resources, events and discussions developed or sourced by community members Transformation from virtual to real

18. Principles of Communities of Knowledge Formation – Potential and Unity and discovery of networks Integration – Maturing and Stewardship, guide and proceed Transformation – Broader aspacts to enhance ownership

19. Sharing Knowledge Base Trainings – During summer term many institutions arrange teachers trainings for sharing the practical knowledge Conferences- Provide platform for presenting and sharing research based findings Seminars – Provide platform for analytical papers and essays Online Blogs- free writing and reflections to share online Webinars- short video messages and reviews Publications- Magazines, Journals, and Books.

20. Thank You Very Much Tutor and Resource Person Lieutenant Colonel Muhammad Afaq Durrez, TI(M) PhD Scholar EPM, AIOU [email protected] 0333-5141866