Value Creation In Communities Research Articles

The value creation in communities of inquiry: a systematic synthesis

The Community of Inquiry (COI) has become increasingly popular as a practical framework that promotes critical thinking and improves learning skills in online environments. In order to encourage the COI, this study proposes to investigate learning VALUEs based on teaching presence (TP), social presence (SP), and cognitive presence (CP), applying a VALUE creation framework as an assessment tool. A quantitative research approach was used to analyse 16 research works. Firstly, this investigation reviewed the activities of COIs as the vital link between COI and VALUE creation. Secondly, these activities were evaluated using Wenger et al.'s framework. The related results show that COI activities generate immediate, potential, and applied VALUEs, however, it does not positively promote reframing. The activities of TP positively promote immediate VALUE, especially its categories of promoting discourse and direct instruction. Most activities of SP promote both immediate and potential VALUEs, whose indicator of open communication positively creates immediate VALUE whereas the activities of CP promote multiple VALUEs. These findings address the research gap regarding how COI contributes VALUE by improving learning experiences in virtual environments and what determines the generation of the VALUEs. The benefits of this study will guide practitioners (teachers, online course developers, and instructional designers) who aim to design and match related activities of COI to maximise the VALUE creation.

A Network Model for Connecting Mathematics Faculty in Communities of Practice: Where is the Value?

Creating sustained, transformative change within and across organizations is challenging, particularly when those undertaking change act as individuals. COMmunities of Practice (CoPs) are organically created collaborations among like-minded participants, working toward a common set of goals (Lave & Wenger, 1991; Wenger-Trayner & Wenger-Trayner, 2014). CoPs offer an avenue for members to connect individuals across various boundaries. In this paper, we investigate the ways in which regional CoP leaders experience value participating in their community, using the Communities for Mathematics Inquiry in Teaching (COMMIT) Network as our unit of study. The COMMIT Network is a grant funded project aimed at engaging mathematics faculty at institutions of higher education in regional CoPs around teaching with inquiry. In this study we examine the experiences of CoP leaders nested within this network setting. We interviewed 19 leaders from eight United States regions to understand their perceptions of individual and collective value participating in the regional CoP and COMMIT Network structures. We framed our study on Wenger et al. (2011). Promoting and assessing value creation in communities and networks: A conceptual framework. Open University of the Netherlands.) Value Framework. Our findings show that leaders found Immediate Value as individuals participating in a collaborative, supportive CoP environment and they found Realized Value in terms of the impact their CoP could make on instructional practices, both in their region and the network. An unexpected finding examines how future opportunities for value creation may influence long-term sustainability and transformation of college mathematics instruction. We provide implications for the ways that regional CoPs, along with CoP networks, can provide value for members through such communities.

What’s in it for me? A mixed-methods study on teachers’ value creation in an inter-institutional community on open educational resources in higher education

The affordances of Open Educational Resources (OER) have resulted in various initiatives around the world, but most of them cease to exist once the initial project funding stops. Communities might be a means to create sustainable practices, yet, such communities can only function if their members perceive these communities as valuable. We applied the value creation framework of Wenger, Trayner, and De Laat to examine the value teachers ascribe to their engagement with an inter-institutional community on OER. In this community, 15 universities of applied sciences collaborated on sharing knowledge and resources across their institutional barriers. We collected data through user statistics, an online questionnaire, and semi-structured interviews. Major value creation occurred from teachers’ personal needs, with dominant immediate and potential values. Findings on applied and realized values denote that it became easier for teachers to connect with peers, and to initiate collaboration projects across institutes. The framework we used is helpful to inform actions to further promote value creation in communities on OER. Recommendations relating to communities’ aspirations, its relations with the wider organization, and adoption of OER are formulated to inform sustainable practices of inter-institutional communities.

The value of collaborative learning for music practice in higher education

AbstractThis article presents evidence of the value of collaborative learning for students working in small heterogeneous groups within first year music practice courses in an Australian university popular music program. Wenger, Trayner, and de Laat’s framework for promoting and assessing value creation in communities and networks was used to gather and analyse data from students throughout one academic year. Collaborative learning created value for students through peer-to-peer learning which cultivated new skills and improved performance, causing students to reframe their criteria for musical and personal success. The value of collaborative learning promotes its use both within and beyond popular music degree programs.

Communities of practice for knowledge co-creation on sustainable dairy farming: features for value creation for farmers

Communities of Practice (CoPs) are a promising concept for transdisciplinary knowledge co-creation in sustainable agricultural development, but empirical evidence from the farmers’ viewpoint is scarce. This paper contributes to empirical insights on the knowledge creation in CoPs as valued by farmers. Using concepts from CoP theory (domain, community, and practice) and the value creation framework (VCF) developed by Wenger et al. (Promoting and assessing value creation in communities and networks: a conceptual framework. Netherlands Ruud de Moor Center Rapport 18:60, 2011), we examined two cases issuing from a European project on sustainable dairy farming. Results indicate regional differences between the two cases and relate CoP features to value creation cycles (immediate, potential, applied, realized and reframing value). They show how specific features regarding domain, community, and practice development can enhance knowledge creation on sustainable agricultural development. Domain development should be considered consciously taking into account the project duration. The community should include actors with specific competencies, such as farmers with an open attitude, researchers with (practical) domain expertise, and advisors with skills as translators between researchers and farmers. The practice development, or the actual knowledge creation, should unify two equally important types of interaction that contribute differently to value creation in CoPs: individual farmer–researcher–advisor interactions and farmer group–advisor interactions. Our research provides both valuable information for designing and managing knowledge co-creation initiatives and anchors further research on competencies and activities required to foster the two types of interactions for knowledge creation.

Assessing the value of action learning for social enterprises and charities

ABSTRACTIn this paper we evaluate action learning for leaders of social enterprises and charities. Based on ethnographic research including participant observation, facilitator reflective diary notes and in-depth, qualitative interviews with participants of two action learning sets undertaken over eight months, analysed using Wenger, Trayner, and de Laat [2011, “Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework.” Open universiteit, Ruud de Moor Centrum. http://www.ou.nl/documents/14300/23cd8044-ce98-48d3-8733-8fa0404380ab.] value creation framework, we show how the current and future value of action learning is perceived by the participants. We seek to give a deeper understanding of the perceived value of action learning in the context of the not-for-profit sector. We discuss how the value creation framework can be used to think about learning interventions such as action learning, the value of which is notoriously challenging to articulate both in terms of evaluating action learning and forward planning value.

Applying the value-creation framework to a community museum volunteer project: implementing a digital storytelling programme at the Mudgeeraba Light Horse Museum

ABSTRACTThere are thousands of community museums across Australia. Their capacity varies, and viability is an issue, with many having insufficient volunteers and funding to operate. This research explores the community value offered by these organizations by examining a specific case: the introduction of a digital storytelling (DST) programme into a community museum by the volunteers. These volunteers form a community of practice, actively learning through collaboratively developing their skills. A qualitative approach was taken, using a participatory action research methodology. Applying the value-creation framework (VCF) developed by Wenger, Trayner, and de Laat (2011. Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework. Amsterdam: Ruud de Moor Centrum) enabled an analysis of value through participants’ stories around introducing the DST programme. This research has implications for digital learning activities in museums, but more broadly to the value of community museums for the community, for volunteer management, and for researchers applying the VCF to other contexts where communities of practice are identified.

Abstract W P274: Developmental Evaluation Enhances Utility of the Toronto Stroke Networks Virtual Community of Practice

Background: The Toronto Stroke Networks (TSNs) Virtual Community of Practice (VCoP) was developed to connect stroke healthcare providers (HCPs), enhance professional and organizational stroke expertise, foster implementation of best practices, and improve patient outcomes in stroke care. The VCoP is a secure social media platform fostering cross system interprofessional collaboration (IPC). Purpose: To use formative developmental evaluation to inform further improvement of the VCoP’s content and performance and to measure its efficacy as a KT tool to support IPC. Methods: An evaluation framework was developed based on “Promoting and assessing value creation in communities and networks” (Wengar, 2011). Stroke HCPs from 15 organizations in the TSNs were provided VCoP training to build virtual competence and to seek feedback for enhanced utility. The TSNs Education and KT Implementation Plan for 2013-2014 integrated activities that encourage VCoP use. These activities include co-development of educational material across sites, information sharing between meetings, and to support implementation of specific activities. Qualitative (e.g. value stories, narratives) and quantitative indicators (e.g. membership and usage) data are evaluated. Results: The TSNs VCoP currently has: 287 members and 26 groups (open and private groups with 4-19 members). There are 8 interprofessional discussions, with a total of 20 pre-populated and requested forums. Feedback from the membership has prompted investments to improve search features and identification of members within the site for more efficient collaborations. Uploading of Provincial Stroke Rounds, provision of a Research and Knowledge Translation Widget, and securing a space for HCPs to submit recommended presentations were added to increase the value-add of the site as a one-stop shop for Stroke HCPs seeking stroke care information. Qualitative analysis of value stories demonstrating the efficacy of the VCoP for IPC is in progress and will be available at time of publishing. Conclusions: The VCoP is an innovative approach to enhancing the system of stroke care. This formative developmental evaluation approach has enhanced the utility of the VCoP as a source for stroke information and HCP connections.

A methodology to assess value creation in communities of innovation

PurposeThe purpose of this paper is to present a methodology to assess the capacity of communities of innovation (CoI) to improve the value creation process. The methodology consists of a sequence of successive steps, which aim at identifying the characteristics, the influence, and the relationships between the intellectual capital (IC) elements, and finally evaluating their performance.Design/methodology/approachThe proposed methodology has been defined through the joined activity of academic researchers, experienced consultants, and community managers and is grounded on an interview‐based approach. The methodology has been implemented into the CoI of Finmeccanica, the Italian leading company in the industry of high technology for aerospace, defence and security.FindingsThe methodology has been shown to be suitable in singling out the factual contribution of every IC element and its direct and indirect influence on the economic performance of the CoI.Originality/valueThe implementation of the methodology into the CoI of Finmeccanica has encouraged the development of a more distributed leadership which has supported the dissemination of new knowledge. The building of a sort of “knowledge marketplace” has aimed to foster a systemic open innovation by exchanging continuous learning activities from inside and outside the organization and attracting excellence into the network of CoIs.

On valuing peers: theories of learning and intercultural competence

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.