scholarly journals The Role of Virtual Communities of Practice in Knowledge Management Using Web 2.0

2015 ◽  
Vol 65 ◽  
pp. 406-411 ◽  
Author(s):  
Hanan Ali Kabbas Al-ghamdi ◽  
Azzah Ali Kabbas Al-ghamdi
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Web 2.0 ◽  
Virtual Communities ◽  
Virtual Communities Of Practice

Facilitator Toolkit for Building and Sustaining Virtual Communities of Practice

2011 ◽  
pp. 202-215 ◽  
Author(s):  
Lisa Kimball ◽  
Amy Ladd
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Virtual Communities ◽  
Collaborative Work ◽  
Work Training ◽  
Virtual Communities Of Practice ◽  
Over Time

The boundaries of a Community of Practice (CoP) have changed significantly because of changes in organizations and the nature of the work they do. Organizations have become more distributed across geography and across industries. Relationships between people inside an organization and those previously considered outside (customers, suppliers, managers of collaborating organizations, other stakeholders) are becoming more important. In addition, organizations have discovered the value of collaborative work due to the new emphasis on Knowledge Management—harvesting the learning and the experience of members of the organization so that it is available to the whole organization. This chapter offers a practical toolkit of best practices, tips and examples from the authors’ work training leaders to launch and sustain a virtual CoP, including tips for chartering the community, defining roles, and creating the culture that will sustain the community over time.

Organizational Learning and Technology

2012 ◽  
pp. 217-233 ◽  
Author(s):  
Jia Wang
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Virtual Communities ◽  
Learning Processes ◽  
Appropriate Technology ◽  
Learning Capacity ◽  
Technology Applications ◽  
Learning Platforms ◽  
Virtual Communities Of Practice

The purpose of this chapter is to explore the role of technology in organizational learning. Recognizing that the presence of technology may not always bring about desirable change, this chapter focuses on identifying promising aspects of technologies and their potential to enhance the organization’s learning capacity. Three interrelated constructs—technology, organizational learning, and knowledge management—are examined. This review pointed to several challenges related to technology integration in the organizational learning processes. A variety of technology-based learning platforms are suggested. Virtual learning, virtual dialoguing, virtual communities of practice, and technology-enabled knowledge management systems are recommended as appropriate technology applications for facilitating learning within organizations. Gaining an understanding about how technology can be leveraged to promote learning is key to improving organizational practices.

On the Definition and Impact of Virtual Communities of Practice

2009 ◽  
Vol 1 (4) ◽  
pp. 73-88 ◽  
Author(s):  
Antonios Andreatos
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Informal Learning ◽  
Learning Theory ◽  
Social Impact ◽  
Virtual Communities ◽  
Theory And Practice ◽  
The Internet ◽  
Virtual Communities Of Practice ◽  
To Come

The evolution of the Internet has made several Communities of Practice to go online and has brought into life numerous Virtual Communities of Practice. The purpose of this article is: to define and categorize Virtual Communities of Practice; to examine their social impact in general and specifically in knowledge and technology management; also, to examine the contribution of Communities of Practice to informal learning and to relate them to Connectivism and collaborative learning. Several case studies are presented to clarify the presentation. It is expected that Virtual Communities of Practice will play an important role in both learning theory and practice as well as knowledge management during the years to come.

Virtual Communities of Practice

2017 ◽  
Author(s):  
Mary Pender Greene
Keyword(s):  
Social Networks ◽  
Social Work ◽  
Communities Of Practice ◽  
Social Workers ◽  
Professional Practice ◽  
Online Social Networks ◽  
Virtual Communities ◽  
Computer Mediated ◽  
Virtual Communities Of Practice

Sociologists and social workers have long been invested in understanding the role of communities in shaping identities and influencing behavior; however, the study of virtual communities is still new despite the dramatic ways in which online social networks have replaced traditional, geographically bound conceptions of community. The present article briefly reviews some of the early theories of community that have influenced practically all scholars studying computer-mediated virtual communities. The focus then shifts toward an analysis of early, important theorists focusing on virtual communities. The article concludes by examining contemporary research and practices utilizing virtual communities in social work, with a particular emphasis on ways to integrate virtual communities into professional practice.

Organizational Learning and Technology

2012 ◽  
pp. 154-170 ◽  
Author(s):  
Jia Wang
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Virtual Communities ◽  
Learning Processes ◽  
Appropriate Technology ◽  
Learning Capacity ◽  
Technology Applications ◽  
Learning Platforms ◽  
Virtual Communities Of Practice

The purpose of this chapter is to explore the role of technology in organizational learning. Recognizing that the presence of technology may not always bring about desirable change, this chapter focuses on identifying promising aspects of technologies and their potential to enhance the organization’s learning capacity. Three interrelated constructs—technology, organizational learning, and knowledge management—are examined. This review pointed to several challenges related to technology integration in the organizational learning processes. A variety of technology-based learning platforms are suggested. Virtual learning, virtual dialoguing, virtual communities of practice, and technology-enabled knowledge management systems are recommended as appropriate technology applications for facilitating learning within organizations. Gaining an understanding about how technology can be leveraged to promote learning is key to improving organizational practices.

Virtual Communities of Practice

2005 ◽  
pp. 2991-2995 ◽  
Author(s):  
Chris Kimble ◽  
Paul Hildreth
Keyword(s):  
Knowledge Management ◽  
Communities Of Practice ◽  
Information Management ◽  
Virtual World ◽  
Virtual Communities ◽  
Business Environment ◽  
Types Of Knowledge ◽  
Innovative Solution ◽  
Virtual Communities Of Practice

When knowledge management (KM) began to emerge in the 1990s it was seen as an innovative solution to the problems of managing knowledge in a competitive and increasingly internationalised business environment. However, in practice it was often little more than information management re-badged (Wilson, 2002). More recently, there has been recognition of the importance of more subtle, softer types of knowledge that need to be shared. This raises the question as to how this sort of knowledge might be managed. Communities of practice (CoPs) have been identified as means by which this type of knowledge can be nurtured, shared and sustained (Hildreth & Kimble, 2002). Do CoPs offer a means of managing the softer aspects of knowledge and, if they do, are they applicable to today’s increasingly “virtual” world?

STEAM Education Using Design Thinking Process Through Virtual Communities of Practice (STEAM-DT-VCoPs)

2021 ◽  
Vol 7 (1) ◽  
pp. 249
Author(s):  
Thiti Jantakun ◽  
Kitsadaporn Jantakun ◽  
Thada Jantakoon
Keyword(s):  
Communities Of Practice ◽  
Virtual Communities ◽  
Design Thinking ◽  
Second Phase ◽  
Steam Education ◽  
Research Findings ◽  
Thinking Process ◽  
Virtual Communities Of Practice ◽  
Two Phases

These objectives of the study are 1) to design STEAM education using Design Thinking Process through Virtual Communities of Practice (STEAM-DT-VCoPs), and 2) to evaluate the designed STEAM-DT-VCoPs. It divides the research procedures into two phases. The first phase is to design STEAM-DT-VCoPs, and the second phase is to evaluate the STEAM-DT-VCoPs. The sample group of this study comprises fourteen experts selected by purposive sampling. The arithmetic mean and standard deviation analyzed data. The research findings are: 1) The STEAM-DT-VCoPs comprise three steps are 1.1) the role of virtual communities of STEAM practice 1.2) Design Thinking Process through Virtual Communities of Practice, and 1.3) the various disciplines in STEAM education. 2) The experts agree that STEAM-DT-VCoPs is the highest level of appropriateness.

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