Developing communities of practice within and outside higher education institutions

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dc.contributor.authorHodgkinson-Williams, Cherylen_ZA
dc.contributor.authorSlay, Hannahen_ZA
dc.contributor.authorSiebörger, Ingriden_ZA
dc.date.accessioned2014-11-29T17:41:58Z
dc.date.available2014-11-29T17:41:58Z
dc.date.issued2007en_ZA
dc.descriptionThis is the accepted version of the following article: Hodgkinson-Williams, C., Slay, H. & Sieborger, I. 2008. Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology. 39(3): 433–442. DOI: 10.1111/j.1467-8535.2008.00841.x., which has been published in final form at: http://dx.doi.org/10.1111/j.1467-8535.2008.00841.x.en_ZA
dc.description.abstractHigher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of 'community of practice' and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community.en_ZA
dc.identifier.apacitationHodgkinson-Williams, C., Slay, H., & Siebörger, I. (2007). Developing communities of practice within and outside higher education institutions. <i>British Journal of Educational Technology</i>, http://hdl.handle.net/11427/9851en_ZA
dc.identifier.chicagocitationHodgkinson-Williams, Cheryl, Hannah Slay, and Ingrid Siebörger "Developing communities of practice within and outside higher education institutions." <i>British Journal of Educational Technology</i> (2007) http://hdl.handle.net/11427/9851en_ZA
dc.identifier.citationHodgkinson-Williams, C., Slay, H., Siebörger, I. 2007. Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology.en_ZA
dc.identifier.issn0007-1013en_ZA
dc.identifier.ris TY - Journal Article AU - Hodgkinson-Williams, Cheryl AU - Slay, Hannah AU - Siebörger, Ingrid AB - Higher education institutions (HEIs) are largely built on the assumption that learning is an individual process best encouraged by explicit teaching that is, on the whole, separated from social engagement with those outside the university community. This perspective has been theoretically challenged by those who argue for a social constructivist learning theory and a more collaborative approach to learning. Information and communication technologies (ICTs) afford lecturers and students an opportunity for extending the boundaries of a learning experience, not merely beyond the lone individual, but beyond the limits of discipline boundaries within a specific university community and beyond the institution into the local community. This paper illustrates how a collaborative effort between lecturers and students from the Computer Science and Education Departments at Rhodes University, teachers from the local community, the provincial Department of Education and a non-governmental organisation developed into an unfolding virtual and physical community of practice which enabled ICT take-up in a number of schools in the Grahamstown District, South Africa. This discussion of what has become known as the e-Yethu project provides an example of how ICTs, underpinned by the insights of social constructivism, the notion of 'community of practice' and in particular Hoadley and Kilner's C4P Framework for Communities of Practice, can serve to help HEIs understand ways in which ICTs can provide opportunities for developing collaborative learning within HEIs, and between the HEI and the local community. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - British Journal of Educational Technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM - 0007-1013 T1 - Developing communities of practice within and outside higher education institutions TI - Developing communities of practice within and outside higher education institutions UR - http://hdl.handle.net/11427/9851 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9851
dc.identifier.vancouvercitationHodgkinson-Williams C, Slay H, Siebörger I. Developing communities of practice within and outside higher education institutions. British Journal of Educational Technology. 2007; http://hdl.handle.net/11427/9851.en_ZA
dc.language.isoengen_ZA
dc.publisherWileyen_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceBritish Journal of Educational Technologyen_ZA
dc.source.urihttp://dx.doi.org/10.1111/j.1467-8535.2008.00841.xen_ZA
dc.titleDeveloping communities of practice within and outside higher education institutionsen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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