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Principles of Modeling CoPs for Pedagogical Change: Lessons Learnt from Practice 2006 to 2014

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Implementing Communities of Practice in Higher Education

Abstract

In this chapter the authors draw upon their experiences of facilitating communities of practice (CoPs) within a variety of higher education contexts since 2006 to identify several key principles for modeling CoPs to enable pedagogical change. These principles include: the critical role of the technology steward, reproduction via brokering the activity of CoPs, building trust, sustaining collaboration, fostering uniqueness, cultivating creative pedagogies, addressing the fear factors, and critical peer reviewed reflection. A key catalyst facilitating these principles has been the reframing of mobile social media from a purely social domain to an educational domain.

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  1. Centre for Learning and Teaching, Auckland University of Technology, Auckland, New Zealand

    Thomas Cochrane & Vickel Narayan

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  1. Thomas Cochrane
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Correspondence to Thomas Cochrane .

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  1. University of Southern Queensland, Toowoomba, Queensland, Australia

    Jacquie McDonald

  2. University of Southern Queensland, Toowoomba, Queensland, Australia

    Aileen Cater-Steel

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Cochrane, T., Narayan, V. (2017). Principles of Modeling CoPs for Pedagogical Change: Lessons Learnt from Practice 2006 to 2014. In: McDonald, J., Cater-Steel, A. (eds) Implementing Communities of Practice in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2866-3_27

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