Cultivating Communities of Practice: A Guide to Managing Knowledge

Constructivist Learning Environments: Case Studies in Instructional Design

The cultural heritage sector has often acted as catalyst in allowing groups to coexist harmonically by investing in intercultural dialogue. Nonetheless, the vast majority of cultural experiences offered by cultural institutions rarely take provisions to make such experiences inclusive for groups with diverse sociocultural characteristics. In this context, this study explores the hypothesis that the adoption of Web 2.0 design patterns could enhance the public’s participation and inclusion by making visitors co-creators of the offered cultural experience, and help museums transform into more inclusive spaces by enhancing knowledge sharing and social learning. A self-guided tour tool with augmented reality and social features is proposed to facilitate the creation of an online learning community for museum staff and visitors, and to enable information sharing and interactions. Initially, the paper’s theoretical background is presented, focusing on the analysis of social educational theories. Next, a state-of-the-art analysis is conducted. The two aforementioned analyses provide both direction and impetus to the design process and research inquiry. Following this, the key functionalities of the proposed application are presented. A preliminary small-scale experiment conducted in an art exhibition showed that its use could be efficient, as positive feedback was obtained.

/pdf/artful-an-ar-social-self-guided-tour-app-for-cultural-uos9d3nn.pdf

Artful - An AR Social Self-Guided Tour App for Cultural Learning in Museum Settings

This study investigates the relationship between the WhatsApp group, an instant messenger application as a community of practice platform (knowledge management, regular interactions, ease of using technology, and sense of belonging) and English for Specific Purposes (ESP) learners’ leadership and higher-order thinking (HOT) skills. The current study also examines how participation in the community of practice through the WhatsApp group can enhance leadership and HOT skills for male and female learners. 197 ESP learners participated in the five-point Likert scale questionnaire. The SPSS-AMOS analysis showed that knowledge management, regular interaction, and a sense of belonging significantly enhance learners’ leadership and HOT skills. The results also showed that male learners increased their leadership skills while female learners excelled in the HOT skills by the WhatsApp community of practice. This study has significant educational implications, particularly in emphasizing essential measures when developing an ESP curriculum to prepare learners for their future careers 

pdf/unlocking-esp-learners-leadership-and-higher-order-thinking-2ptm02ejmo.pdf

Unlocking ESP Learners’ Leadership and Higher-Order Thinking Skills through Whatsapp Community of Practice

Constructivism and Community of Practice are two theories of in education. Constructivism can be seen in Dewey, Piaget or Vygotsky’s work. The concept of Community of Practice was not be clearly defined until Wenger’s 1998 work. This thesis is going to compare and contrast the two educational theories through learning, knowledge, role of learners, role of teachers and environment.

http://www.dpi-proceedings.com/index.php/dtssehs/article/download/12941/12473

Compare and Contrast of Constructivism and Community of Practice

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Compare and Contrast of Constructivism and Community of Practice