Formation of Communities of Practice to Promote Openness in Education

From the field
Formation of Communities of Practice to Promote
Openness in Education

Authors This article presents the educational experiences of an inter-institutional project that
consisted in forming a Community of Practice (CoP) among Mexican educational insti-
J. Vladimir Burgos-Aguilar,
tutions, in 2009. The main goal of this project was to enrich a catalogue of OER for basic
Full time Liaison Officer of
Innovation and Educational and elementary education (K-12) for Spanish speaking countries in Latin America, and
Technology. Center for the rest of the world, within the field of innovative education and technology, through
Innovation in Technology and the work and community of practice of K-12 teachers and university faculty partici-
Education (Innov@TE) pants. Six Mexican higher education institutions participated in this project, and this ar-
vburgos@itesm.mx ticle will talk about their faculty experiences with a community of practice that used in-
novative applications and new technologies. Also, this article describes how OER were
Fernando J. Mortera-
Gutierrez, used in the K-12 educational level through the portal website of TEMOA, the academic
Full Time Professor and search engine developed by Tecnológico de Monterrey to help teachers with the design
Coordinator. Educational and instruction of their courses.
Technology Master Degree
program at the Graduate
School of Education (EGE)
in Tecnológico de Monterrey 1. Academic’s knowledge mobilization
(ITESM)
Recognizing the transition we are facing to a new knowledge based society (KBS), we could
vburgos@itesm.mx
visualize the reality that data and information is fully accessible through different media for-
mats via the Internet on a massive and exponentially way through Web tools and search en-
Tags gines, including personal Web sites and those devoted to libraries, information centers and
civil society organizations (communities, associations, affiliations). The problem is recognized
OER in schools, in several studies that in many instances information reach people without any filters or
Communities of Practice, professional revisions like peer review, raising questions about its authenticity, validity, and
teachers’ experiences, reliability (ACRL, 2010). The American Library Association (ALA) recognizes and defines the
higher education
critical need for education in the subject of information literacy, this is said for an educated
person should be able to scrutinize and recognize when information is reliable and neces-
sary, and develop the ability to find, evaluate and effectively use the information needed in
specific circumstances (Plotnick, 2000).

Without distinction, in every one of the areas of society there is a strong dependence on the
study of knowledge to effectively participate in a modern technological and digital world,
which affects all productive sectors in industry of any value chain (production and serv-
ices), from agricultural practice to complex and sophisticated market processes, banking,
government, healthcare, transportation, entertainment and financial transactions. In fact,
it is predicted that people who do not develop the ability to find the essential knowledge
and to evaluate and discern its proper application in the context of specific situations, are
intended to live precariously and societies will be deprived of their possible contributions.
In agreement with Haddad and Draxler (2002; p. 4), without the ability to find the essential
knowledge and develop equally adaptive skills in order to overcome the social, political and
technological change, people will quickly find themselves in disadvantage compared to oth-
ers that effectively overcome the challenge of a digital and information literacy.

ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
23
u
ers.e
gpap
.elea
rnin n.º 23 • March 2011
Pap
www

1

From the field

The worldwide movement of Open Educational Resources (OER) The purpose of TEMOA is to have a unique index catalog of
is one of the most revolutionary and important trends that are open educational resources (including full courses, course ma-
helping education through information and communication terials, modules, textbooks, streaming videos, tests, software,
technologies (ICT), and it’s a term that is being adopted every and any other tools, materials or techniques used to support
day in many educational institutions, from Higher Education to access to knowledge) available on the Internet to help students
basic education (D’Antoni, 2007); especially those which have and teachers. TEMOA objective is to assist professors and stu-
embraced distance education (e-learning) and blended learn- dents in the discovery process of the educational resource that
ing as one of their major institutional and teaching efforts, such best suits their needs. To achieve this objective, TEMOA applies
as the “Tecnológico de Monterrey” in Mexico. Tecnológico de enriched metadata defined by experts, as well as specialized
Monterrey is a private, non-profit academic institution with 65 searching and social networking tools for sharing comments
years of experience. It is composed of 33 campuses across Mex- and rankings on the OER (Burgos, 2008). This initiative puts to-
ico that offer high-school programs, undergraduate and gradu- gether the effort of both faculty and administrative staff of all its
ate degrees, continuing education, as well as social programs. undergraduate and graduate programs to create a website and
Through technology-based distance programs, Tecnológico de academic search engine on the Internet and the World Wide
Monterrey is a pioneer in distance education with more of 20 Web, to offer indexed open educational resources (Mortera and
years of experience through its Virtual University, reaching 29 Escamilla, 2009).
countries; at present time, the Virtual University offers totally
At the core of the digital revolution of Open Educational Re-
online undergraduate, postgraduate, continuing education, and
sources, lies the basic idea that the world’s knowledge is a pub-
social programs.
lic good and that information and communication technologies
Tecnológico de Monterrey has worked in the past three years spurs a huge opportunity for everyone to share, use, reuse, re-
in several projects on the reuse of royalty free course materi- work, remix and redistribute that knowledge. OER are the es-
als from Carnegie Mellon University, Yale University, and the sential elements that integrate the basic modules of courses,
Massachusetts Institute of Technology, with the objective of subjects and tools to stimulate teaching, learning, and research
identifying key critical factors to develop a model to effectively in a different way of view the education process (Smith and Cas-
knowledge transfer of OER. Capitalizing theses experiences, Tec- serly, 2006; p. 8).
nológico de Monterrey proposed the creation of an important
educational initiative, named “Knowledge Hub” (Burgos, 2008) 2. Formation of a Community of Practice
at the World Economic Forum (WEF) in Davos, Switzerland, in
for a K-12 inter-institutional project
January 2008 during a Global Universities Leaders Forum ses-
sion (Galán, 2008). The project titled “Knowledge Hub for K12 Education Project”
received funds by the Corporación de Universidades para el De-
The initiative titled “Knowledge Hub” was named later as TE- sarrollo de Internet (CUDI) and by the Consejo Nacional de Cien-
MOA (Burgos and Ramirez, 2010), and it is defined as a public cia y Tecnología (CONACYT) of Mexico and was hosted by the
catalog that provides a multilingual search engine that allows Tecnológico de Monterrey, in Mexico in 2009. Six higher educa-
the user to discover selected Open Educational Resources (OER) tion institutions were involved: Tecnológico de Monterrey (with
using metadata enriched by experts and enhanced by librar- 5 professors and 5 researchers), Universidad Regiomontana
ians, using Web 2.0 such faceted searching and social network- (with 2 professors), Comité Regional Norte de la Comisión Mexi-
ing tools. The portal website of TEMOA is for free use available cana de Cooperación con la UNESCO, AC (with 3 researchers),
on the Internet for teachers, professors and self-learners of all Universidad de Montemorelos (with 4 professors), Instituto
educational levels, from higher education to elementary and de Investigación, Innovación y Estudios de Posgrado para Edu-
basic education. It was created to assist teachers in the task of cación, IIIEPE (with 3 researchers) and Escuela Normal Miguel F.
introducing innovations in the classroom which will improve the Martínez (with 5 teachers).
teaching-learning process, and by consequence, student reten-
tion, motivation and attention. The group of 11 professors, five teachers and eight researchers
agreed to work virtually and locally with traditional face-to-face
meetings using several communication mechanisms:

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

2

From the field

A webpage (Blog) to centralize efforts of communication and At the beginning, a critical issue in the group was to be aware
documentation process (http://khubk12.blogspot.com) of the primary mechanism to facilitate project learning, that is,
the implementation of effective knowledge transfer. Knowledge
• Web discussion forums to debate, argue and agree about
creation is a basic process that transcends boundaries of one
several topics
entity to another through the acquisition of new knowledge,
• Electronic mail (email) for example, from the individual to the group, from one group
• Videoconference (Internet 2) to one organization, and from one organization to other or-
• Chat and web-conference ganizations, generating virtuous cycles of knowledge creation
(Nonaka and Toyama, 2003). Johannessen, Olaisen, and Olsen
• Face-to-face local meetings
(2002) share a vision which fosters the dynamics of four unique
Also, the group agreed to have several training sessions through processes, the first process describes that is through the social
videoconference and recorded sessions through DVDs and pow- systems that knowledge is created, the second is about the cod-
er point slides. The training’s sessions have had the objective to ing process, systematization and structuring of data, the third
develop new skills and abilities about the use of web technology process describes the process of recognizing the information
and information literacy. Also, the training sessions addressed and its application as knowledge, finally, explains the operation-
the awareness about Open Educational Resources (OECD, 2007) alization of knowledge.
and the clarification about the use of resources and materials
Figure (A) shows an adaptation that is based on the model pro-
for teaching and learning purposes in the classroom.
posed by Nonaka et al. (2003) and quoted by Lin & Lin (2001)
Knowing that to foster effective project learning in the group, which features a spiral mechanism that integrates four key proc-
it should be needed encourage collaboration and exchange of esses of conversion and transfer knowledge. The socialization
meanings and experiences. The group of researchers decided to process allows the exchange of tacit knowledge that is implicit
integrate several working groups to reach the best potential of in the individual through the processes of nonverbal commu-
valuable source of knowledge generation and learning through nication. The externalization process refers to the codification
the creation of a Community of Practice (CoP) that is defined as of that tacit knowledge into understandable language and un-
a “group of people who share a common interest, a set prob- derstood by others. The combination process generates knowl-
lems or simply have a passion to share a particular subject and edge codified (explicit) from previously externalized knowledge
want to deepen their knowledge and experience through vari- through social processes of communication, dissemination and
ous processes of interaction” (Wenger, McDermott and Snyder, systematization. The process of internalization refers to inter-
2002). pret the explicit and tacit knowledge to make it significant into
practice through experience.

 

 

Figure A: Knowledge Transfer Model

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

3

From the field

According to Nonaka, et al (2003), the way to generate new issues), computer literacy gap in K-12 schools and lack of aware-
explicit knowledge is through knowledge transfer itself and its ness in the institutional level (lack of information in managerial
combination. The combination process facilitates the genera- levels).
tion of new knowledge from previously externalized knowledge
The group of researchers coordinated 150 teachers in 20 schools
through social processes of communication, dissemination and
using OER in basic education programs for learning and teach-
systematization. In addition to this process, it is required of the
ing in the classroom. The experiences were documented in the
learning achieved through internalization process, which refers
webpage (Blog) and critical topics were resolved in the discus-
to interpret (and infer) the explicit knowledge into new tacit
sion forums.
knowledge through the practical experience.
The Community of Practice in general consisted of six institu-
Considering that a Community of Practice helps to vanish the
tions of higher education where each institution was integrated
several hierarchical levels in a pre-established institutional
as a special working group research. Each institution (working
structure (Saint-Onge and Wallace, 2002; Saint-Onge, 2004), the
group) served as coordinator of a small group institutions of ba-
group of researchers took advantage of this fact (see Figure B),
sic education (K-12), which allowed the overall coordination of
which helped in the reduction of time in the inquiring process
20 institutions of basic education in Mexico.
of information and experience in solving special issues. The dy-
namics also allowed sharing of ideas and the valuation of differ-
ent perspectives with colleagues or peers, helping them to take 3. K-12 schools participants and context
better decisions. In fact, there was a greater participation and The main goal of project for K-12 project was the inclusion of
less fear of mistakes knowing they had the confidence to have a open educational resources available at the Internet, resources
support group from several institutions. that can help to reduce educational gap in Latin America, espe-
As lessons learned, the group identified access barriers for the cially at basic and elementary educational level.
use of Open Educational Resources (OER) in Mexico by teach- Within the project several professors and researchers from six
ers in K-12 schools, such as technological infrastructure (lack of institutions of higher education of the State of Nuevo Leon par-
internet access, projectors and computers), legal issues (access ticipated. Each of these institutions worked with three or four
of the resources in terms of licensing), relevance about the con- K-12 schools (basic education, named in Mexico: educación
tent of the materials available on the Internet (resources mainly básica [preescolar, primaria, secundaria]). Each institution su-
from other countries), lack of resources in Spanish (language pervised their own elementary schools, training and teaching

 
Figure B: Promoting Equality of Ideas and Knowledge

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

4

From the field

their teachers on how to find the OERs and how to catalog the • One Blog for K-12 teachers was developed: http://khubk12.
OER using especial metadata, and how to post the information blogspot.com
within the catalog of TEMOA. The elementary schools teachers
Each institution developed several subprojects within the main
participants from the basic or elementary schools were mainly
Project to generate information to understand the process of
full time teachers, with many years of teaching experience at
documenting and cataloging OERs for K-12 education.
K-12 level, teaching face-to-face and traditional education; but
with few knowledge or lack of knowledge on the use the Inter- • Different research methods were used base on their area or
net and no experience at all on how to use technological re- field of interest, such as: quantitative research methodology,
sources and incorporate them to class. During the project, also or qualitative research methodology, or mixed methods.
they were trained to use the Internet (computer literacy) and
• The sources of Information were: the K-12 teachers and stu-
how to use some technological resources within their class ses-
dents, administrators, meaningful documents and the fac-
sions. All of them had a big interest to learn how to integrate
ulty researchers of the Project.
educational technology within their learning environments
• Gather data instruments were: surveys (using statistical
(blended learning).
analysis) and interviews to K-12 teachers and students. Be-
Among the elementary schools which had participated in the side, the analysis of documents using non-intrusive methods
project we can recall: the Nicolás Bravo elementary school, the (OERs, website, training workshop syllabus, blogs, forums,
kinder garden Jaime Torres Bodet, the elementary school Cole- institutional paper work, researchers´ reflexive diaries), par-
gio Bosques del Lago, the kinder garden Prof. Timoteo L. Hernán- ticipant observation and quantitative observation records.
dez, the elementary school Vicente Guerrero, in Monterrey city,
Nuevo Leon, Mexico; the junior high Prof. Felipe de Jesús Jasso Results:
and the Instituto Soledad Acevedo de los Reyes, in Montemore-
los city, Nuevo Leon, México. Between January and April 2009, the main project results were:

During the Project several strategies were followed to accom- • Design of the training workshop on how to identify and cata-
plish the proposed goals, such as: log Open Educational Resources (all six participant institu-
tions collaborated on the design and teaching delivery).
• Six higher education institutions worked each one with a
• Creation and production of workshop and course materials,
small group of elementary schools in Mexico (in the State of
such as: digital resources, formats, handbooks, handouts,
Nuevo Leon).
and video tape recording.
• Faculty of higher education was working together with el-
• Selection of the 178 K-12 participant teachers.
ementary education teachers.
• Identification of the website sources for OERs
• Six subprojects were developed within the main project;
each one for each participant institution, the main goal was • Design of the website search engine for K-12 OERs (Knowl-
disseminate the knowledge on Open Educational Resources, edge Hub).
for collaboration purposes and for the implementation of • Develop of six projects within the main project, using differ-
technology at basic education level (K-12). ent methodological approaches.
• Every three weeks were scheduled a project group meeting • Develop of three Masters’ thesis about the project.
using videoconferencing as a media for communication pur-
Between May and November 2009, the main project results
poses.
were:
• For the delivery of the training workshop for K-12 teachers
was used Internet 2 tools. • Design of four workshops to train K-12 teachers on how to
• A website was developed for documenting and sharing of select, document, use and adopt OER within class sessions.
ideas among researchers participants: http://khub12.umen- • Production of course materials, such as: digital resources,
linea.com/ formats, handbooks, handouts, and video tape recording.

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

5

From the field

• On October 2009 there were 176 K-12 teachers participating restarted it in the month of May. After this particular situation
within the project. we needed to recuperate time and the work intensified, training
• Total of OERs documented at the end of the project = 291. and teaching the K-12 teachers to identify and select OERs for
elementary education, especially in Spanish language. Because
• Total of OERs used and adopted by K-12 teachers = 101.
we needed to finish in the month of November 2009, we need
• End of the six projects within the main project, using differ-
to hurry the process of cataloging OERs and to implement some
ent methodological approaches.
of them within the students and class sessions. Each participant
• Four articles published in Journals institutions had the responsibility and duty to write down their
• Finish of three Masters’ thesis about the project. technical and final reports, and also to publish their project re-
sults in an academic journal.
4. Educational experiences from the Tecnológico de Monterrey faculty participants and K-12 teachers
research field participated actively within the project. In particular, we had a
Tecnológico de Monterrey had an interesting and meaningful lot of support from the technical staff of the Centro para la In-
experience within the project. Its faculty researchers: Dr. Mari- novación en Tecnología y Educación (Innov@TE) (Center for In-
sol Ramírez, Dr. Fernando Mortera, & M. Sc. Vladimir Burgos, novation in Technology and Education), center which belongs to
and the K-12 teacher participants collaborated and worked to- the Tecnológico de Monterrey. These technical staff was impor-
gether to accomplish the goals of the project: identifying, docu- tant in the technical part of the TEMOA website, without them
menting and cataloging Open Educational Resources (OER) for this educational project would not be possible, and their col-
K-12 education for Spanish speaking countries. laboration was a key component for the project itself; we could
work with them and develop the project, and to made decisions
During the months of September and October of 2008 Tec- that were important to keep going with the project.
nológico de Monterrey faculty researchers, who belong to the
seminar group named “Cátedra de Investigación de Innovación On the other side, we developed an entire work process to
en Tecnología y Educación”, of the Graduate School of Educa- contact K-12 school participants, and to develop the workshop
tion, Virtual University, applied for the 2009 CUDI-CONACYT to train them to accomplish the project goals. The participant
grant. During those two months this faculty group worked on schools were, the following ones: a) kinder garden Jaime Torres
the project proposal and submitted it. Meanwhile three others Bodet, and b) elementary school Nicolás Bravo, in Monterrey
higher education institutions were invited to participate with us city, State of Nuevo Leon, Mexico. These two schools partici-
in the project. In November, 2008, we were informed that the pated (teachers, administrators and principals) with enthusiasm
project was accepted and we started to work on the organiza- and commitment (regardless that they confronted several tech-
tion and planning of the different stage of this OER project for nical difficulties and constrains to be connected to the Internet
K-12 education. and to have access to the WWW; in spite of it the finally could
be connected and work to accomplish the project goals).
We had our first group project reunion in December of 2008,
and we started to work on the month of January of 2009 We need to acknowledge the collaboration and assistance given
with the first stage of the project. We had every three weeks by two other Tecnológico de Monterrey personnel, people who
project reunions with all the participant institutions, through helped us to accomplish the project objectives and without
videoconferencing, and moving to different places for the re- their help it would be not possible to finish some of the project
union purposes. In the months of March and April of 2009, two tasks, these persons were: a) Fernando Lozano (a tutor at the
more higher education institutions requested to be part of the Graduate School of Education), and b) a masters´ degree stu-
project, and we accepted them, their names were: Normal F. dent Gladis Menare (they helped us with the training process,
Martínez and IIIEPE. research and some secretarial and administrative processes).

In April of 2009 we had the impact of influenza virus in Mexico, The experience among researchers was diverse and meaningful.
which made all the schools to be closed, and we had to inter- Dr. Marisol Ramírez had an important role to coordinate all the
rupt the research process, while the sanitarian contingency was main project efforts, with an outstanding capacity to organize
over. During one month the project was in “standby”, finally we multiple aspects of the project, it was an admiring thing (such

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

6

From the field

as: administrative, technical, organizational process, budget, llo del Internet (CUDI), public entity which belongs to Consejo
and so on). Dr. Fernando Mortera, as Tecnológico de Monterrey Nacional de Ciencia y Tecnología (CONACYT) (National Council
project responsible faculty researcher, worked hard and mean- of Science and Technology) in Mexico. Both public entities have
ingful along the project, especially in the field work and training decided together to look for the assistance and to help educa-
process, also with the writing of technical and research reports, tional initiatives on the construction of knowledge and scientific
journal articles, and other kind of reports. M. Sc. Vladimir Bur- research in Mexico. Such efforts help and ease the development
gos, with his active work and coordination of all the technical of educational projects and educational innovations.
aspects related to the former Knowledge Hub website, currently
named TEMOA, was important and central, without his partici-
pation it would not be possible to get the outcomes that we
accomplished.
References
Conclusions ACRL (2010). Information Literacy Competency Standards for
Open Educational Resources (OER) are important material that Higher Education, American Library Association, Association of
enriches educational processes. OER are a medium which help College & Research Libraries, retrieved January 4, 2011 from
teachers to develop diverse competencies and help in the ap- http://www.ala.org/ala/mgrps/divs/acrl/standards/informationlit-
propriation of knowledge. It is necessary to work on the de- eracycompetency.cfm
velopment of a culture of collaboration for joint construction,
for future educational purposes. The fact that six higher edu- Burgos, J. V (2008). Knowledge Hub Open Educational Resourc-
.
cation institutions in Mexico worked together, putting all their es (OER) Index: Experiences of Tecnológico de Monterrey; OER
forces to accomplish a common goal, and helped to develop the Stories/Knowledge Hub. UNESCO OER Community Open
Knowledge Hub K-12 educational project, it was by itself a real Educational Resources, retrieved January 4, 2011 from http://oer-
success. wiki.iiep.unesco.org/index.php/OER_stories/Knowledge_Hub

Put together institutional forces to work on a multidisciplinary Burgos, J. V Ramirez, M. S. (2010). Open Educational Re-
.,
project is a big challenge. The different activities and tasks de- sources: Experiences of use in a Latin-American context. In Open
veloped in this project received the assistance of diverse area ED 2010 Proceedings at Barcelona (UOC, OU, BYU), retrieved
specialist (such as: pedagogy, psychology, administration, engi- January 4, 2011 from http://hdl.handle.net/10609/5062
neering, and technology experts); these specialist and experts Burgos, J.V (2011). TEMOA: Open Educational Resources Por-
.
helped to see this educational issue from different points of tal, retrieved January 4, 2011 from http://www.temoa.info
view.
Galán, V (2008). El Tec Diseña un ‘Google’ Académico. CNN
.
Diverse challenges come out while you are fostering Communi- Expansión.com, April 16, 2008, http://www.cnnexpansion.com/
ties of Practice. Like any research and applied project where in- tecnologia/2008/04/16/tec-de-monterrey-elabora-buscador
tervene a group of persons, they face and experiment obstacles
for accomplishing project objectives, these challenges need to D’Antoni, S. (2007). Open Educational Resources, the Way For-
be handle through a joint work with the effort of all the com- ward: Deliberations of an International Community of Interest. San
munity members. The project described in this paper had many Francisco, CA: UNESCO, 2007/2008, retrieved January 4, 2011
and diverse challenges and constraints in different ways (tech- from http://unesdoc.unesco.org/Ulis/cgi-bin/ulis.pl?catno=15798
nically, procedural, and motivational), however any of these 7&set=48F10DA1_3_7&gp=1&lin=1
obstacle defeated the main goal of this educational project,
Johannessen, J.A., Olaisen, J. and Olsen, B. (2002). Aspects of
to create a body a list of cataloged OER for K-12 education in
a systemic philosophy of knowledge: From social facts to data, in-
Spanish which follow copy right and licenses issues and quality
formation and knowledge, Kybernetes; Academic Research Library;
standards.
31(7/8); p. 1099, 2002.
Mexican governmental entities were crucial to develop this
project, such as: Corporación de Universidades para el Desarro-

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

7

From the field

Karttunen, F. (1992). An Analytical Dictionary of Nahuatl, Uni- Plotnick, E. (2000). Definitions/ Perspectives. Teacher Librarian,
versity of Oklahoma Press (May 1992) 28.1 (2000): 27-29, Academic Research Library, retrieved January
4, 2011 from ProQuest
Lin, F & Lin, S. (2001) A conceptual model for virtual organiza-
tional, learning, Journal of Organizational Computing & Electronic Saint-Onge, H. & Wallace, D (2002), Leveraging communities
Commerce; 11(3); EBSCO, 2001. of practice for strategic advantage, Butterworth-Heinemann; 1st
edition (October 29, 2002)
Mortera, F., Escamilla, J. (2009). La iniciativa Knowledge Hub
como un índice de recursos educativos abiertos, sus características Saint-Onge, H. (2004), Communities of Practice: in the context
tecnológicas, y su relación con la educación a distancia. . Revista of knowledge and learning, Congreso Internacional de Desarrollo
Iberoamericana de Educación a Distancia (RIED), 12(1) 83-112. Organizacional y Capital Humano, Monterrey, NL .MX; October
22nd, 2004, SaintOnge Alliance.
Nonaka, I., Toyama, R. (2003). The Knowledge-Creating
Theory Revisited: Knowledge Creation as a Synthesizing Process. Smith, M.S. and Casserly, C.M. 2006. The promise of Open
London, England: Knowledge Management Research & Practice, Educational Resources. Change,Vol. 38, No. 5, pp. 8-17
Palgrave Macmilllan Ltd, 2003.
Wenger, E., McDermott, R., Snyder, W. (2002). Cultivating
OECD (2007). Giving Knowledge for Free: The Emergence of Communities of Practice: A Guide to Managing Knowledge, Har-
Open Educational Resources, Organization for Economic Co- vard Business School Press, 2002, p-21
Operation Development (OECD) and the Centre for Educational
Research and Innovation (CERI). http://www.oecd.org/documen
t/41/0,3343,en_2649_35845581_38659497_1_1_1_1,00.html

Edition and production
Name of the publication: eLearning Papers Copyrights
ISSN: 1887-1542
The texts published in this journal, unless otherwise indicated, are subject
Publisher: elearningeuropa.info
to a Creative Commons Attribution-Noncommercial-NoDerivativeWorks
Edited by: P.A.U. Education, S.L. 3.0 Unported licence. They may be copied, distributed and broadcast pro-
Postal address: c/Muntaner 262, 3r, 08021 Barcelona (Spain) vided that the author and the e-journal that publishes them, eLearning
Phone: +34 933 670 400 Papers, are cited. Commercial use and derivative works are not permitted.
Email: editorial@elearningeuropa.info The full licence can be consulted on http://creativecommons.org/licens-
Internet: www.elearningpapers.eu es/by-nc-nd/3.0/

ing
earn
eL ers
23
u
ers.e
gpap
.elea
Pap
www

8

Formation of Communities of Practice to Promote Openness in Education

More Related Content

What's hot (20)

Viewers also liked (20)

Similar to Formation of Communities of Practice to Promote Openness in Education (20)

More from eLearning Papers (20)

Recently uploaded (20)

Formation of Communities of Practice to Promote Openness in Education