Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice

Authors

DOI:

https://doi.org/10.18357/otessaj.2021.1.2.10

Keywords:

community of practice, pedagogy, technology-facilitated community of practice, connectivism, technology, scholarship

Abstract

In this paper, we report on the ways in which technology and scholarship of pedagogy emerge as interconnected within a technology-facilitated community of practice (CoP), for educators within various Faculties of Education in North American universities. The goal of the Community of Practice is to connect with and learn from one another, discussing, and reflecting on different types of pedagogical practices among members who teach in both graduate and teacher education programs in the onsite, blended, and online environments. We share analysis of interviews, and notes from CoP members’ feedback; how the CoP members made sense of their diverse teaching and social learning landscapes as well as emergent joint meanings. The results of the study suggest that the assemblage of new ideas and pedagogies can be enhanced by a relational trust. A highlighted role of technology in enabling communication and collaboration among CoP members is also discussed through the lens of connectivism.

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Published

2021-12-21

How to Cite

Fournier, E., Sedaghatjou, M., & Namukasa, I. (2021). Connect to Learn: Assemblage of Pedagogies in Higher Education in a Community of Practice . The Open/Technology in Education, Society, and Scholarship Association Journal, 1(2), 1–19. https://doi.org/10.18357/otessaj.2021.1.2.10

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Section

Research Articles