Michelle Y. Merrill Environment and Sustainability Research Cluster Nanyang Technological University, Singapore 21 23 October 2015 International ...
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Michelle Y. Merrill
Environment and Sustainability Research Cluster
Nanyang Technological University, Singapore
2123 October 2015
International Greening Education Event
Karlsruhe, GermanyOverview • Intro: terms and rationale • Building Communities of Practice • A case study of the Education for Sustainability in Asia Community of Practice
Why Higher
Education for
Sustainability?
“It is worth noting
that this is not the
work of ignorant
people. Rather, it
is largely the
results of work by
people with BAs,
BSs, LLBs, MBAs,
and PhDs.”
David Orr, Earth in Mind,
1994, p. 7Bangladesh
Brunei
Cambodia
China
India
Indonesia
Japan
Laos
Malaysia
Myanmar/Burma
Philippines
Singapore
South Korea
Taiwan
Thailand
Vietnam
Map by www.presentationmagazine.comWhy Asia?
Map by www.presentationmagazine.comEducation for Sustainability (EfS)
matters here…
http://i.imgur.com/MWnlkbo.jpg% of 2534 year olds with tertiary
education by 2020
http://www.oecd.org/edu/50495363.pdfWhy a Community of Practice? A Community of The CoP is a model that Practice (CoP) helps can be applied to practitioners learn communities of together how to learners, including in improve their practice the classroom
How do you build a Community of Practice?
Wenger Domain,
Practice,
Community
eps644.wikispaces.com“…a community of
practice acts as a locally
negotiated regime of
competence.”
Wenger 1998, p137Constituents of a Community of
Practice (CoP)
Joint
Enterprise
Mutual
Shared
Engagement
Repertoire
(Wenger 1998)Joint Enterprise
• Negotiated meanings
and communal
responses to shared
goal/task
• Needs surprises,
divergence and
conviviality
Joint
Enterprise mycelium.isMutual Engagement
Dense and complex
interaction of both
working and
sociocultural
activities
Mutual
Engagement
susievickery.comShared repertoire
“routines, words, tools, ways of doing things, stories,
gestures, symbols, genres, actions or concepts that
the community has adapted in the course of its
existence” (Wenger, 1998, p. 83)
Shared
Repertoire
changeyourvibe.co.nzDiversity for a
Dynamic Learning Community
blog.latism.orgVaried levels of participation
(Wenger, McDermott, Snyder 2002)CoP Stages of Development
Established CoP
acts as steward
CoP forms an of domain
identity The CoP has
outlived its
Members usefulness ,
Loose come together Stewardship people move on
network Maturing
Legacy
Coalescing
Potential
Set standards, Sustain energy,
Find value in define renew interest,
Let go,
Discover engaging and agenda, deal educate
define a
common learning with growth novices, gain
legacy, keep
ground influence
in touch
from Wenger (http://partnership.esflive.eu/files/CoP_development_stages.pdf/)How are we doing it? A case study of the EfS Asia CoP
NTU Conferences
PostSecondary
Sustainability in Education for
Bridging Sustainability in Education: Pedagogical Sustainability in Asia:
Research to Pedagogy: Curricula, Case Studies
Themes and Practices in and Community
Theory and Practice Asian Countries Building
19 – 20 April 2013 27 – 28 February 2014 56 February 2015Website http://bit.do/EfSAsia
Grant
Newsletters
Applications
Webinar/
Edited Book
Online Chat
Linked-In Collaborate
Group on ResearchHow well is it working?
Key Questions (from ‘StepbyStep Guide for
Designing and Cultivating Communities of Practice ‘
Cambridge, Kaplan and Suter 2005)
1. Foundation: Build Relationships
• How regularly are members interacting?
• To what extent do interactions have continuity
and depth?
• Are members “opportunistic” about chances to
interact in other settings (conferences, etc.)?
• Are members taking on new leadership roles?
• How much and what kind of reciprocity is
occurring?
• To what extent is a shared understanding of the
community’s domain and approach to practice
beginning to emerge?Key Questions
(from Cambridge, Kaplan and Suter 2005)
2. Learn and Develop the Practice
• How rich and accessible are the community’s
knowledge representations for existing practice?
• To what extent does community design support deeper
learning for community members?
3. Take Action as a Community
• Are collaborative efforts beginning to emerge
naturally?
• Are there community structures to support
volunteering for projects and working with others?Key Questions (from from ‘StepbyStep Guide
for Designing and Cultivating Communities of Practice
‘ Cambridge, Kaplan and Suter 2005)
4. Create Knowledge in the Domain
• To what extent is the community influential in its
domain?
• Are community members being invited, as community
members, to present on leadingedge ideas?
TotalsWhat could the EfS Asia CoP do better? • Bring more into the core • Ensure sustainability of the community through new/additional leadership (will it thrive if I go?) • “[create] a predictable “rhythm” that sets an expectation around how and when to participate in the community” (Cambridge, Kaplan and Suter 2005, p.2) • more social media (expertise & time) • articulate purpose and benefits to participants
What’s next? smaller scale larger scale core project
Inside NTU:
smaller scale
Scholarship of Teaching and Learning CoPtalloiresnetwork.tufts.edu
aashe.org
… are NOT Communities of Practice (though they may contain
and support CoPs)
prospernet.ias.unu.edu
copernicusalliance.orgResearch Project: • Multisited study to document and compare EfS pedagogies at Southeast Asian universities • PI and CoPIs at NTU, Collaborators from 7 other countries • Discover, develop and disseminate innovations in EfS • Develop online repository for EfS in higher education in Asia
How can we connect with,
learn from and teach each
other, so together we can
cocreate sustainable,
resilient cultures?
http://bit.do/EfSAsia
mmerrill@ntu.edu.sg
perplexedprimate@gmail.com
Skype: michelle.y.merrill
michelleyvonnemerrill.comYou can also read
