- Communities of Practice: creating learning environments
Communities of Practice: creating learning environments
This presentation is a summary on the processes inside our Communication and Multimedia Design bachelor programme at the NHL university of applied sciences in Leeuwarden, the Netherlands. I hope it may be of any inspiration to you. If so please drop a comment!
- 1. Communities of Practice Creating learning environments Martin Kuipers
- 2. what is it about? - competence based learning - exible learning routes - communities of practice
- 3. Leeuwarden University of applied science s - 10.000 students - Bachelor degree programmes - Engineering - Social studies (health, education) - Business & management - Built environment - Communication - Communication & Multimedia Design
- 4. Communication & Multimedia Design - 4 year programme - 240 european credits - degree: bachelor of multimedia Basicly: we learn people to create multimedia products like: - (educational) games - advanced web applications - 3d visualizations - crossmedia broadcastings - new medial concepts (multitouch, blended forms of media)
- 5. our learning cycle student - self directed learning - competence based - interdisciplinary projectgroups - learning to learn
- 6. matchmaking ? client/company student - external (paying) clients - ambitions, passions - matching with authentic projects - own projects
- 7. intake ! mentor + expert student - the project starts with an intake assessment - the starting level is discussed - attitude - repeating the trick? vs learning new things!
- 8. working in teams - all students work in teams (5/6/7) - (almost) no individual projects... - different roles: project manager, art direction, lead programmer, designer, developer. - Every student gets personal feedback and results
- 9. coaching + planning mentor student - every student has a personal coach: mentor - discussion about ambitions - personal issues - activating, stimulating - students formulate their plans
- 10. consulting feedback! 50% question? client expert student - questions and problems are discussed - feedback on projectplan, prototype, products - experts give leads to knowledge sources - students maintain contact with client - mid-term assessment: adjustment and feedback
- 11. progress 75% mentor tutor student - progress is monitored and discussed by mentor and tutor
- 12. peer assessment peers student - peer assessments result in feedback on personal attitude within the group
- 13. the assessment (show and tell) 100% tell! peers student client experts mentor - all involved have a meeting - the product is presented to the client and experts - students show and tell why they are competent - students are responsible for brining evidence
- 14. feedback and reection expert expert student mentor - feedback is passed to the student - rewarded with credits. (+/- 30 each project) - the student makes a nal reection on the feedback - and from this reection a new plan is formed
- 15. PdP matchmaking consulting planning monitoring coaching plan do results + feedback + new projects ! evidence + professioal prole react check reecting make assessment advizing rewarding reection
- 16. A few numbers - 700 students in 6 cohorts - 60 personell - most of them part time - aim: 25 students, 1 coach - no paper exams - assessments are transactionpoint - 42 competencies... - 3 levels each... - too many communication channels
- 17. How to organize all this? lessons learned in exible route learning
- 18. 2000-2006, reality on paper: year: project 1 project 2 project 3 project 4 Propedeutic 2 project 5* project 6* project 7* authentic 3 internship authentic authentic shopping (external) graduation 4 bottom line: educators want predicable timeframes
- 19. shoppin 2000-2006, reality. g (exte rn year: project 1 project 2 project 3 Propedeutic ? authentic project 5* 2 project 4 internship 3 own starting company ? $$$ project 6 4 bottom line: students are exible, we arent... graduation
- 20. organization... 3th oor 2nd oor external at home ?
- 21. creating a new organization: ! - minimizing the time and location difference - no distinction in years - create groups working on the same type of projects - shifting management to CoP leaders
- 22. vertical alignment vs horizontal alignment project 1 project 2 project 3 project 4 propedeutic year 2 year 3 Community of practice. Community of practice year 4 time internship graduate
- 23. 3de verdieping 2de verdieping extern thuis
- 24. observations: - more students at school - making longer days - share and learn with eachother - average number of credits is rising
- 25. dos: - create a homebase - create simple but strict rules - work towards a culture of equality - in a CoP their are no big differences between students and experts...
- 26. dos: - set conditions for spontaneous contacts - coffeemachine is the heart of the organization :) - celebrate successes - listen to your students
- 27. donts - if you want CoP to work, avoid top down organization - trust your students, at rst things will be shaky, but in time something beautiful grows. - dont be to good at it, otherwise people wont leave :-)
- 28. our next steps - starting CoP in the propedeutic year - fading borders between student + expert - allow students to form own CoPs - allow students to self-manage CoPs - experts/educators participating instead of leading - nd better ICT tools and improve internal communication
- 29. tnx. firstname.lastname@example.org