A basic right to education for all people stems from paideia (tacit learning) that leads to a recognised prior learning capability in students. Transferable skills gained from informal and non-formal learning are enhanced through technology. Digital natives (Bennet, Matton & Kervin, 2008) have been introduced to a modern form of communication that relies on social interaction. Anderson (2008) states that existing philosophies (epistemic and ontological beliefs) in cognitive and behavioural modes of learning can be combined to appeal to mass learning that supports self-verification processes (e.g. identity building interaction within groups). Connectivism is an amalgam of overlapping learning theories that have proven effective when used in an online environment. It is an integration of:
- constructivism - observation and interpretation;
- cognitivism - intellect and commitment;
- behaviourism - effective learning results in behavioural modification
that supports individual types of learning:
- concrete experience - learning from personal meaning;
- abstract concept - tendency to facts and figures;
- reflective observation - observation of patterns and cycles;
- active experimentation - application of information to real life situations.
These modes are critically supported by current integrative software systems that have a global outreach (e.g. the internet). Several types of learning organisations (e.g. Learning Circle, iEARN Project) devise strategies to increase local and external knowledge to produce innovation and creativity. That is to say, that a community of learning, such as The Globe Project, takes information from a selection of schools located around the world to produce an evolving and progressive knowledge base by actively searching for students who commit to a learning cycle. The students can be seen as a task-based learning community, where individual knowledge increases with participation and integration. Experience and praxis leads to personal development and individuals gain clarity through access to expertise that sustains and motivates goal-setting procedures, academic achievement and cummulative knowledge. The knowledge they create is reproduced as an artifact (Aubusson, Schuck & Burden, 2009).
The sequence of learning is embedded in the activity. Social interaction is a result of integrative learning. As identity is revealed, individuals are able to recognise strengths of fellow students that encourage valuing the differences in each other (London, Polzer & Omoregie, 2005). This enhances the learning environment significantly, as dysfunction stems from bewilderment.
While diversity brings up many positive aspects of collective learning (e.g. alternative perspectives identify solutions), confusion can result when compromise cannot be achieved. Communication styles interrupt the flow of participation when language is not conceptually understood to mean the same thing (Dhir, 2006). Role modelling (Barton, 2004) plays an important part in group cohesion, thus the teaching or moderator role is a responsibility that must be undertaken by those commited to lifelong learning.
To observe too much detail about dysfunction detracts from the objective. Focus is required to maintain and sustain professional unity during collective learning. Lack of common ground or interest in other participants is an unnecessary distraction when engaging in task activity. Social implications are minimised when sharing information is limited to the individuals point of collaboration (e.g. reason for joining the community).
Conclusion
Clarity is needed from both participants and community leaders. Objectives must be clearly outlined so that students and moderators are effectively prepared for the learning sequence. When goals are set, individuals are more likely to monitor the situation and remove unwanted interruptions by blocking recognised irrelevancies (Shanks, 2010). Interest levels in participation correlate significantly to increased levels of awareness and knowledge acquisition. Embedded learning makes use of cognitive and associative capabilities that enhances socialising. It is the daily activity that surrounds us. The challenge lies within the individual when choosing their objective, thus a sense of maturity is called for when committing (Fornes, Rocco & Wollard, 2008) to a project.
Anderson, T. (2008). Toward a theory of online learning. In T. Anderson, & F. Elloumi, (Eds.), Theory and practice of online learning (2nd ed.). Retrieved March, 14, 2010 from http://www.aupress.ca/books/120146/ebook/01_Anderson_2008_Ally-Online_Learning.pdf
Aubusson, P., Schuck, S. and Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J Research in Learning Technology, 17(3), 233 — 247. Retrieved on May 31, 20110 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/451711_751304989_915792534.pdf
Barton, C. M. (2004). Book Review: Genes, Memes and Human History. European Journal of Archaeology, 7(85). Retrieved on May 16, 2010 from http://eja.sagepub.com
Bennett, S.; Maton, K. & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. Retrieved April 4, 2010, from http://www.pgce.soton.ac.uk/ict/NewPGCE/PDFs/Digital%20Natives%20Debate%20Critical%20review%20of%20evidence.pdf
Dhir, K. S. (2006). Corporate communication through nonviolent rhetoric: Environmental, agency and methodological prerequisites. Corporate Communications: An International Journal. 11(3) pp. 249-266. Retrieved on April 16, 2010 from www.emeraldinsight.com/1356-3289.htm
Fornes, S.L., Rocco, T. S. and Wollard, K. K. (2008). Workplace Commitment: A Conceptual Model Developed from Integrative Review of the Research. Human Resource Development Review, 7, pp. 339 - 358. Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/7/3/339
London, M., Polzer, J. T. & Omoregie, H. (2005). Interpersonal Congruence, Transactive Memory, and Feedback Processes: An Integrative Model of Group Learning. Human Development Resource Review, 4(114). Retrieved on April 27, 2010 from http://hrd.sagepub.com/cgi/content/abstract/4/2/114
Shanks, D. R. (2010). Learning: From Association to Cognition. Annual Review of Psychology, Vol. 61, 273-301. Retrieved on June 27, 2010 from
http://arjournals.annualreviews.org.ezproxy.usq.edu.au/doi/pdf/10.1146/annurev.psych.093008.100519
Kilpatrick, S., Barret, M. and Jones, T. (2003). Defining Learning Communities. AARE (Australian Association for Research in Education) Conference. Retrieved on July 4, 2010 from http://www.aare.edu.au/03pap/jon03441.pdf
Learning communities have been acknowledged since Plato lived. Since then, the concept has been more clearly defined as technology enhances networked learning. Kilpatrick, Barret and Jones discuss individual learning needs and the commitment required to envisage the paradigm shift occurring in education.
What are learning communities?
Two identifiable strands to learning communities are:
- The social interaction that is a necessity for integrated learning activities and for individuals who gather in common purpose;
- The framework that structures the curricula leading to a deeper analysis of content.
Learning communities: profiting from synergies
Information generated by learning communities benefits government bodies, commerce and society. It is suggested that agency to shape and maintain a future is a collective process of empowerment. Changes that have transpired owing to technological advances have generated a simple means of connecting to global partners. Urban communities have seen increased levels of positive social behaviour that is linked to education and serve to promote cohesion and economic upturn.
Terminology differs from country to country as the terms 'remote' and 'isolated' mean different things according to geographical locations. The feeling of isolation in countries such as Australia has been reduced owing to connectivity through online training programs. By connecting people in remote areas, a sense of social cohesion develops. Education increases situation monitoring, and leads to progressive community development.
Learning communities in educational settings
The structure of curricula plays an important part in developing a critical analysis of learning content. The focus is on concentrated on the students as academic staff are retained to exhibit the value of work, learning and instruction. Interest in creating communities within schools stems from discourse on sustaining motivation in students. General feeling is that students commit to a functional learning community when they have a sense of belonging. Intrinsic motivation and social cohesion develops a more meaningful connection to education. Possible dysfunction stems from individuals limiting their participation within the group that results in a lack of knowledge acquisition and meaning making.
Reasons for engaging in learning communities are found in a common interest for learning, diversity, geography and collaboration. These key concepts are indicative of the correlation between education and work.
Common or shared purpose/interests/geography
Group members are identified as stakeholders. Interest in the objective range from economic to social factors. Relevance to context differs for each individual as they adapt to group formation and tasks.
Collaboration, partnerships and learning
Interest in collaborative work leads to shared goals, where ability is limited only by cognitive development. Intellectual systems (e.g. transactive memory) are created through collective learning and participation. Specialist knowledge is required to aid individuals generate contributed understanding. Environmental demand has led to a need for subject matter expertise, although it is known that in delving deeper into one area of interest, the individual loses sight of the bigger picture. Collective learning introduces a group culture where commitment is a high priority as changes affect the group holistically.
Even though technology aids learning communities, it is acknowledged that information may be transmitted in a single direction when the group is large (e.g. from static source to individual, or vice-versa). Indications are that action or implementation of knowledge acquired may not be used despite network availability. Diversity enhances socially constructed knowledge by making apparent alternative perspectives.
Learning and sharing available expertise of the community
Collective learning outlines the advantages of social interaction that determines the outcomes and objectives of the group (e.g. knowledge belongs not only to the individual). Individual attitudes adopt constructive learning systems that are valuable in building the foundation of knowing. Constructed experience reflects epistemic beliefs and reflection updates or replaces existing values.
Online learning contributes towards social factors that encourage full participation. Individuals who are prepared to share frustrations and questions connect with fresh perspectives that induce answers to problems before reaching a stage of ability where the student can ably and knowledgeably find solutions of their own.
Kilpatrick, Barrett and Jones state that trust is essential when forming group culture (social capital). Identity, values and personal development are central to effective learning. Quality of life increases with the development of networked learning systems. Modern day apprenticeship (e.g. mentoring) has altered the manner in which participation and collaboration is viewed. Support systems within the collective empower the individual and group commensurately. Open networking between groups stimulates the production of new ideas gained from exposure to different value systems. An increase in knowledge acquisition develops when managing change. Connections to more than one learning network increases exposure and the likelihood of making further affiliations.
Respecting diversity
By understanding that diversity is the ability to open up to new influence, individuals are increasing their capacity for learning and community development. Known minorities are proven to sustain effective performance (e.g. women). Trust is critical, therefore, when considering collaboration. Mistakes are acknowledged, accepted and used in reflection that adapts behaviour to positive outcomes. Risk is minimised.
How can the benefits of a learning community be realised?
Benefits of community learning enhance group potential, improves individual achievement and prosperity. Short and medium term 'wins' sustain the individual in the long haul, with perks relating to reduced feelings of remoteness, an increased interest in curriculum and discipline, and satisfaction with learning outcomes.
Leadership attitudes encompass the cooperation of group members to ensure that alignment occurs. Supervisory behaviour sets the tone for the way in which individuals choose to share their learning. Power attributes are set aside for the benefit of community compatibility that generates freedom of speech. It has been noted that small groups are easier to manage, and create a common working identity.
Towards a definition of learning communities for the twenty-first century
Kilpatrick, Barrett and Jones observe that priorities in joining communities stem from a desire to actively learn. A prevailing shared interest directs outcomes towards an increase in group potential and performance levels. It is the interaction between group and members that drives motivation beyond individual limits.
Conclusion
Owing to modern day complexities of knowledge gathering, it is impossible for one person to carry enough information or to have the skills that are required to function. Learning communities remove this risk, and can focus instead on social integration when constructing identity and values.
Riel, M., and Polin, L. (2004). Online learning communities: Common ground and critical differences in designing technical environments. In Barab, S.A., Kling, R. and J.H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 16-50). Cambridge, UK: Cambridge University Press. Retrieved July 4, 2010 from http://usqstudydesk.usq.edu.au/file.php/15733/2010/resources/Riel_n_Polin_04_Online_LCs-classification-of-LCs.pdf
Introduction
Our epistemic beliefs (psychological models) interest researchers in cognitive and social output. Focus stems from understanding the collective mind, and the paradigm shift of modern learning from rote memorisation to comprehension and meaning making. Language is developing to describe the phenomena the more discourse becomes explicit knowledge (e.g. the making of artifacts). The language that has emerged from different areas of research come together holistically to understand evolution and the progression of adaptation, change and transformation. By understanding the terminology, conceptualisation of source words allows individuals to work within the parameters of an organisation, yet have the capacity to work independently. Learning in communities (organisations) has been categorised as:
- task-based;
- practice-based; and
- knowledge-based.
Designing technology to support these functions facilitates professional and social collaboration that combine learning through reflection.
Learning as social construction
Individual learning is seen to enhance group knowledge. As learning is a social act, any system adopted must consider embedding and implementing a framework for interaction and participation. Experience of participation allows the individual to help create new knowledge or meaning. The accumulation of static knowledge is a thing of the past. Individuals learn from not only the generation of artifacts, but from each other and group members should be viewed as living entities of knowledge.
Individual creativity is sparked through observation and sense-making. In this way, individuals should understand that through observation and self-regulation, they become objects of knowledge to be used by others. Through alignment with group objectives, individuals adhere to a larger meme and become memes of their own (e.g. role models). Research has revealed that the best ideas have come from group contributions, despite apparent perception of dysfunctional issues pertaining to group work. Most issues stem from differences in social and economic background rather than difficulties of cognitive levels (e.g. the focus is on what individuals represent on the outside rather than their ability to perform).
Learning embedded in community
As the term community currently defines any grouping that has a memetic function, the authors suggest anchoring the term to something more definitive stating the strength and depth of a groups' culture provides the impetus for collective learning and stable states of being.
The dysfunctional aspects of a group almost always stem from a lack of change or adaptation to environmental needs. Scattered groups (e.g. outback regions of farmland connected by technology), a strict need for conformity, or contested changes are all issues that arise from interaction. Professional development in groups requires a constant flow of new members to stay fresh and alert. A lack of activity may lead to disinterest in the society. As such, labeling is meaningless and learning is intermittent.
Groups that perpetuate through multiple generations use their own source of knowledge to create standards that evolve through practice (e.g. Freemasons). They act in some ways as a feeder for the environment and vice-versa. Collective reasoning is developed through the flow of community members and their interaction. Interaction history is made explicit through artifacts such as manuals, and guidelines. Tacit knowledge has been made explicit and new members understand what is expected of them from the start. Newcomers can learn from either static knowledge, or living knowledge expressed by members who have been inculcated by the group and have more experience.
Role assignment depends on support from the community. Function and role switching can be a community requirement and produces several kinds of results (e.g. attending to all positions as individuals work up the professional hierarchy in hotel management). New and small groups may have difficulty offering the same activities as larger organisations, thus ambiguity about objectives must be cleared as they evolve and progress through practice and experience.
Learning communities
Collective work is based on community focus. That is to say that role assignments or function vary according to the type of organisation an individual is affiliated to (e.g. nursing within a medical environment). Different activities occur at different areas of employment. Task based work at a micro level involves understanding that experience is derived from the social practice of integration and learning. From a macro level, the community is seen to develop, evolve and progress. Communities emerge from a sense of purpose and cohesion. Analysis of both areas requires the same process, but at micro level research continues with the practice of integration as a supportive function, and at macro level research is concerned with the division of labour and activity that maintains group dynamism.
Self-verification processes are vital for individuals in understanding the need for complementary and different role assignments that contribute not only to their increase in knowledge, but to increase the levels of knowledge within the group. Four attributes to sustaining a learning community are:
- membership - how do individuals find themselves in a community and what is it that attracts them to full participation and interaction?
- task features/learning goals - groups are designed to either function on finite period projects or as an ongoing activity that supports a larger meme.
- participation structures - role assignment is based on the clarity of group function (e.g. there is no ambiguity about individual function);
- reproduction and growth mechanisms - communities are able to maintain knowledge structures by creating learning systems that can be structured to stand alone (e.g. irrespective of members joining and leaving, community knowledge is retained).
Technical designs for learning communities
Three different domains of learning communities are:
- task-based - project based work or work with a finite end where self-verification processes support members as they assist each other, and is seen as more than just a simple collaboration.
- practice-based - highly defined by expression and behaviour (e.g. dance classes) where members who have an occupational unity interact through discourse and imagination to reproduce new knowledge within that domain of learning.
- knowledge-based - members of the community are involved in observation and creation of knowledge that is deliberate, formal and shared (e.g. researchers).
Task-based learning communities
Groups that have a range of diversity within individual members (e.g. multi-cultural) have more access to different and alternative perspectives that emerge during discourse and activity. A recognisable function of diversity leads members to interact or collaborate to find solutions or access to ideas that may not be available to groups with more in common. Close interpersonal relations allow for a deeper and more significant understanding.
In knowledge based communities, static knowledge is seen as the product of a learning outcome (e.g. documented minutes of a meeting). While the finished product is static, members acquire and keep new knowledge to transmit (e.g. living knowledge), or keep knowledge current through evolutionary systems (e.g. wikis).
Schools have often used group learning to propel individual learning, and identify the differences between community based learning and traditional forms. RPL in school children dictates how they are seen to behave within a group culture. Clarity of outcomes depends on an individuals desire to achieve, and assessments are known to affect the way students interact and self-regulate (e.g. to gain approval, for high marks, to learn more). Current research has revealed that school based curricula in general is bound by societal factors of learning that in no way contribute to collaboration or clarity of end result (e.g. historical data that is not contextually defined by the student). Self-verification processes are becoming more popular as learning communities such as The Globe Project, iEARN projects and Learning Circles emerge. Students and teachers are able to access in real-time knowledge that is being collated. Involvement in current affairs is more significant to the students as it relates to a visible and tangible concept. Collaboration cuts through social perception of ability (e.g. age, ethnicity) and cognitive association reflects new transferable skills. This form of classroom activity is a reflection of a micro-community (e.g do not share exactly the same attributes of a learning community). They state that the short time frame for interaction in classrooms does not enhance or facilitate more than a superficial collaboration. Classroom assessments are based on individual performance instead of a group product. Learning ends at the end of a school year, and a new teacher and additional new members may transform what is known. Knowledge gained is carried within the student to be transferred (e.g. living knowledge) or remains documented and used for evolutionary progress (e.g. static knowledge). The perspective taken is that classrooms may not be considered a very good example of a learning community as attendance is involuntary.
In order for students to grow into responsible citizens, it is suggested that curricula be modified to extend a learning system that frames a community through social and integrated activity, and allows the students to move seamlessly from schools to society.
Designing technical environments to support task-based learning communities
Social networking supports a global culture through technologically assisted communication. While this is effective in transmitting knowledge, learning communities require an objective and focus that has a clear outcome. Online learning has been facilitated through collaborative works from larger memes. Educators join communities to maintain professional links to current bodies of knowledge, enhancing lifelong learning skills, and become memes or subject matter experts.
Some online learning communities have outreach programs that feed from local and global networks. Corporations generate project-based activities that have a finite time limit, and establish hubs from which to expand their knowledge base (e.g. Learning Circles use between eight and ten schools from around the world to generate knowledge for the corporation and for the schools). This diversity highlights varied skillsets in students and teachers alike. Strategy is required to engage learners from around the globe. Smaller communities remain dependent on larger and more established organisations for structure and support. Sharing is a routine required for successful performance. Collaboration in online learning means that each individual contribution is seen as valid, and participants (irrespective of location, age or gender) can minimise traditional hierarchical boundaries which motivates individuals to help in decision-making processes. This approach is similar to that of a professional community (e.g. organisational behaviour).
Clarity of program sequence is enhanced through technologically assisted communication (e.g. email). Schools that participate accept a project topic and agree to become subject matter experts. The task is divided between students who accept responsibility for their share of the investigation. Interaction between students creates the momentum to undertake the project. RPL signals strengths that can be used to facilitate collaboration (e.g. using a students' expertise in programming to design part of the project).
Technology is the mediator for sharing and collaboration (e.g. information on starting the project, and sharing of the finished product). Once a project is completed, students can participate in the following cycle, accepting new cohorts and continue the learning process. Artifacts collected during one cycle are used as static knowledge (e.g. what has been and can be achieved) for future participants and as documentation of past work.
Online communication can be seen to enhance and facilitate local face-to-face activity. Differing and alternate world views are shared. This type of learning is viewed as an introduction to the world of business. Various aspects of online sharing leads to a sense of professionalism within an individual as they become more involved in their learning community. Knowledge comes through observation, participation and access to expertise. Language specific to the group develops meaning as participants spend more time interacting within the community. While students become accustomed to participating in more adult arenas, they are supported by sophisticated technology, expertise in specific knowledge areas and access to a working community.
Practice-based learning communities
Groups are formed on a voluntary basis and stem from the need to share working methods and knowledge that benefit group members and society in general (e.g. teachers). Levels of experience and responsibility differ between group members and dictate participation in activities. Participation is significant as the knowledge that emerges feeds future working practice. Practice-based communities share a knowledge that is constantly evolving. They undertake the responsibility of sharing their knowledge beyond group confines.
Committed organisations structure their modifications in practice for purposes of improving working conditions. New knowledge is an expected outcome of new practice. Effectiveness of applied methodology results in improved performance. Tacit knowledge becomes explicit when assistance is readily available from group expertise. The significance of information created (reified) is transferred through participation between living and static knowledge. The dynamism of knowledge comes from within the individual and how they choose to share. Generating artifacts is crucial in maintaining explicit living knowledge as tangible evidence that the group retains irrespective of key member attendance and participation.
Members are seen as conduits between environment and community. Inter-group participation sustains the practice of memetics (e.g. observing and applying knowledge to different communities) and reduces group disintegration and isolation. Group culture embodies a learning network that exists to maintain group operation. The operant conditioning factor is not seen to be the creation of new knowledge per se, but to sustain task based activities that improve and redefine the manner in which the group functions. Group dysfunction appears from a lack of inter-role responsibility (e.g. members are restricted to a single function within the group) that may enhance the progression and adaptation of the community. Some instances of evolution require a break between tradition and the new (e.g. sequestering newcomers from old timers and introducing new methods of practice and technology).
Researchers have found that the creation of new knowledge as it is sustained through reification should be seen as a 'snapshot' version of tacit knowledge. While implementation of new practice and innovation is current, the inherent diversity of group culture brings balance to static knowledge. Thus both living and static knowledge depend on full participation from members. Studies on teaching in Japan show that improved teaching practice comes from maintaining professional links to practice-based communities. Current information adds to epistemic beliefs and philosophies that encourage the teacher to look at lessons and make improvements that adapt and change with time.
The problem of school as a practice community
Dysfunction stems not so much from a lack of opportunity provided to the students, but from a lack of cohesion that links group work to real-life situations (e.g. no follow through when an online collaboration ends). Students are unable to understand the holistic experience when it is withdrawn.
Students who have the opportunity to work with various group members are exposed to expertise that involves them in the practice of learning to learn. Responsibilities include understanding a project well enough to teach it themselves. Mentoring and apprenticeship is viewed as a key aspect to group learning. Assessments include strategy, observable patterns, guidance, performance and discourse, and are used to promote group culture and identity. Riel and Polin reiterate that classrooms cannot be viewed as communities of practice as students attend school on an involuntary basis, and do not see the teaching community as a source of expertise. Furthermore, they state that traditional standardised testing and intervention is ambiguous in objective and lacks clarity of function.
Designing technical environments to support practice-based learning communities
Digital technology has connected the world in such a way that isolation from learning communities can be overcome. Global teaching projects draw from a pool of pre-service teachers who can practice with real students through online communication. The availability of knowledge is vast and continually progressing. Teaching communities use artifacts (e.g. blogs) to recommend innovative ways that have had success. Blogging is useful for the teachers to reflect on their own practice and has the advantage of sharing tacit information.
Hierarchical communities operate in a manner that teaches teachers to become leaders. Global connections allow volunteers to participate in higher learning structures. The more experience they gain through commitment to the group, the more responsibility they take on to participate at more senior levels (e.g. management or council meetings).
In working to design online learning structures, consideration must be given to the processes of learning that are encountered through digital communication. Tools are seen to facilitate activity, but caution is warranted as cultural identity must be supported to sustain progression.
Knowledge based learning communities
Observations of recurring patterns of evolutionary progress are analysed to construct new meaning. Collective knowledge is added to and increases individual levels of expertise. Groups such as these conceptualise and re-create information as it emerges (e.g. research of a phenomena). Their focus is to re-present knowledge from a different perspective by extracting and re-packaging information as it applies to a new context.
Identified differences:
- task-based learning - the reproduction of knowledge as it applies to the individual within a specified time frame;
- knowledge-based learning - similar to task-based communities, but conducted through deeper levels of analysis. Contributions are ongoing and there is no definitive end.
Knowledge-based communities engage in ongoing conversation through literature that is amended or adapted to leave a trail of accessible and current information. Practice-based communities use knowledge to enhance methodology and personal development, while knowledge-based communities critically analyse current practice with intention to adapt and transform content.
Designing technical environments to support knowledge-based communities
The Knowledge Forum is used as an example of designing knowledge-based communities in schools. Students are invited to participate by building their own knowledge to create a stronger learning community. However, indications of sharing knowledge does not imply that practice-based tasks will develop into knowledge-based expertise as the tools required for in-depth holistic investigations are not available to students. While the Forum is still in its infancy, online tools such as these are an indication of the potential that building knowledge-based communities generates clarity (e.g. taking water samples from local sources to identify change).
Some knowledge-based communities have created databases of best practice working policies that include facilities for social communication (e.g. discussion forum postings). Sharing is naturally occurring as interactions between experts and individuals takes place (e.g. advice requested after outlining issues faced). The theoretical provision of knowledge based communities generates insight of available strategies gathered from existing artifacts. Individual members who share personal experience open up to potential solutions derived from practice. Riel and Polin suggest that customer service is a newly tapped market where organisations can obtain a wealth of information for purposes of improved practice based on demand. Successful communities have designed the logistics of acquiring information using sophisticated systems to manage responses that come in several formats and are capable of distinguishing and validating the knowledge obtained.
Summary of topology in learning communities
Three different types of learning communities can be found within certain organisations, and this obfuscates the description and definition of groups and individuals.
Technical designs for learning organisations
Learning communities may be a component part of a larger organisation (e.g. research and development departments) that encompass the overlap of all three types. Inter-departmental sharing supports the organisation holistically. Sharing increases learning opportunities although time and work constraints may prevent immediate implementation of new ideas. Similarly, differences in goal orientation (e.g. responsibilities conducted through role) may require alternative outcomes. Performance is regarded as more meaningful than the generation of knowledge which is considered a by-product of activity (e.g. building a car).
Groups transform as novices develop experience of work as it connects to the environment. Knowledge is recycled to maintain and sustain working practice and the organisation itself. Tools that promote a culture of sharing provide the momentum to implement tasks that generate the learning cycle.
Pro activity is a result of learning organisations that have a valued and supportive culture. Extended network reach and economic demands have meant that cumulative knowledge is a required and necessary function of successful performance in organisations. Software support is vital. Development is seen as a process of engagement with the environment (e.g. as an organisation realises a need, external entities are involved in complementary functions such as software development).
The learning organisation: an example
Institutions for higher education function as potential for all three forms of learning communities. Knowledge that is generated serves as a contextualised snapshot of the profession and underlines future engagement. Group members aligned towards this objective are transformed by their beliefs gained from reflection upon tasks. Changes are apparent in behaviour.
Task based learning community
An example is of first year graduate student interaction where orientation programs are designed to create a platform where students can socialise informally. Task activity requires them to complete project work and acquire some knowledge.
Practice based learning community
A multi-cultural, multi-ethnic and multi-generational collective that provides a wealth of individual knowledge in terms of practice and technological support. The program structure acts as a foundation for transactive memory where the primary goal is for students to apply what they have learned through effective implementation which feeds back to the learning community. Interaction supports learning histories, problems and observations, as well as frustrations.
Knowledge based learning community
Individuals in these communities are given access to past records from which to learn about previous patterns of observation. Tasks are seen as inherited responsibilities which generate further records for incoming members. By sharing information, progress can be made and artifacts remain as verification of evolutionary processes.
Technical support for the learning organisation
Current software is designed to make full use of online connectivity, and data capture and storage (e.g. cloud computing). Limitations of use are overcome through innovation as alternative perspectives are taught with the expectation that students are able to utilise knowledge and equipment to build similar models in their own practice. Popular software combines a search engine, links, forum and broadcasting facilities.
Learning designs for the future
Learning is considered a social act and as such, recognition of a paradigm shift indicates that self-verification processes are critical to understanding how groups function. Effective collective learning reveals that performance is enhanced when sharing occurs. Online networking has meant that traditional structures are circumvented by time and space (e.g. mobile learning can occur as and when an individual is free to study). Building and sustaining knowledge is a difficult process and teaching is a profession that is an evolving and progressive practice.
