research team sees the development of network-enabled classrooms and
schools as telecollaborative organizations. At each site, networked
communities, based in a university, a school or group of schools engage
in learning or knowledge building. Learning or knowledge building
goals is the organizing principle.
The community being open to a larger and more and more differentiated
group of learners (another school staff, parents, students from a
number of schools, etc.), effective organizational mechanisms must
be found. Each community of learners, practitioners or knowledge builders
is capable, to the largest extent possible, to handle its own learning
needs and to build its capacity to adapt and grow. Knowledge building
is one exemplary way these communities are learning to surpass themselves.
of learners in the 21st century (SchoolNet Canada, 1996)
Community : What is it all about?
Community : A definition
Community : Essential Components
Community: 1998 Bibliography
learning communities in teacher education (1998)
education through face-to-face & on-line interaction in learning
of practice are informal places where people learn. Online communities
of practice are a new model, one that TL-NCE help foster in Canada
by funding the Telecatalyst project, and that the Office of Learning
Technologies also helped foster by funding the TeleLearning Communities
of Practice project. In the worlkplace, TL-NCE researchers are working
with CEFRIO (Centre francophone d'informatisation des organisations)
on a study on virtual communities of practice (Modes de travail
et de collaboration à l'ère d'Internet).
Case study: CSST
de travail et de collaboration à l'ère d'Internet
concept is being primarily developed at the Ontario Institute for
Studies in Education (OISE) at the University of Toronto, and the
TACT Community, based in Quebec City, is a close collaborator in
the design of and research on knowledge building communities.