O serviço público passa por um período de reinvenção e mudança em busca dos valores da Nova Gestão pública baseados na aproximação com as demandas da sociedade e incentivo a um ambiente aberto, transparente e inovador. Em consonância, o servidor público se posiciona cada vez mais de maneira ativa e consciente do seu papel, disposto a participar de um desafio aberto, diferente do imposto por um ambiente burocratizado e desumanizado. Nesse contexto, esta pesquisa apoiou-se em um estudo de caso que se utilizou de uma observação participante permeada por um estudo teórico dos saberes necessários para entendela e pesquisá-la, envolvendo os conceitos de: inovação no setor público, intelectual orgânico e comunidades virtuais de prática. Para isso, foram acompanhadas e analisadas durante dois anos as interações da comunidade virtual de prática do Núcleo de Gestão Ambiental Integrada da reitoria do Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense que se utilizou do e-mail e do ambiente virtual de aprendizagem Moodle para desenvolver práticas no setor público Nesse contexto, a pesquisa sobre a realidade prática durante o período foi permeada pelo estudo teórico que identificou a postura do servidor público como intelectual orgânico, agente da mudança, aberto para a aprendizagem e inovador que se utiliza das Tecnologias da Informação e Comunicação atuando em comunidade virtuais de prática. Ao final, a pesquisa delimitou um quadro teórico para identificar, caracterizar e posteriormente auxiliar na organização, condução e análise de experiências com comunidades virtuais de prática como ambiente de inovação no serviço público visando o desenvolvimento da postura de intelectual orgânico. / The public service is undergoing a period of invention and changes in search of the New Public Management values-based approach to the demands of society, and encourage an open, transparent and innovative environment. Accordingly, the civil servant positions itself increasingly active and conscious of its role, willing to participate in an open challenge, other than imposed by a bureaucratic and dehumanized environment. In this context, this research was based on a case study that was used a participating observation permeated by a theoretical study of knowledge required to understand it and research it, involving the concepts of innovation in the public sector, organic intellectual and virtual communities of practice. For this, they were monitored and analyzed for two years the interactions of virtual community of practice of the Núcleo de Gestão Integrada of the rectory of the Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense which used e-mail and virtual learning environment Moodle for to develop practices in the public sector In this context, the research on the practical reality during the period was permeated by theoretical study that identified the attitude of civil servants as organic intellectual, change agent, open to learning and innovator who uses of Information and Communication Technologies when working in virtual communities of practice. At the end, the survey identified a theoretical framework for identifying, characterizing and subsequently assist in the organization, conduct and analysis of experiences with virtual communities of practice and innovation environment in the public service for the development of the organic intellectual’s posture.

The research reported in this thesis investigated staff-student collaboration in advanced undergraduate mathematics course design and delivery at a research-intensive UK university. Staff and students collaborated to redesign and deliver two courses: Vector Spaces and Complex Variables. The collaboration in the design of the two courses involved students who had completed the courses and then who worked as interns together with a small team of academic staff. The collaboration in the delivery of the two courses involved the implementation of a Peer Assisted Learning (PAL) scheme in which third-year students facilitated the learning of second-year students in optional scheduled sessions. The study employed a mixed-methods research strategy involving an ethnographic approach to the study of the course design process and PAL sessions followed by an observational study (a quasi-experimental design) to investigate the impact of PAL attendance on the achievement of PAL participants. This thesis reports findings from a three-phase research design. Phase one explored the nature of the collaborations in course design and its impact on staff teaching practices and on the student collaborators. Phase two investigated the characteristics of the PAL sessions for the advanced undergraduate mathematics courses and the roles played in those sessions. Phase two also explored the impact of PAL in qualitative terms on both PAL participants and PAL leaders. Phase three investigated the impact of PAL in quantitative terms on the achievement of students who participated as PAL participants. The study found that staff-student collaboration in course design and delivery led to emergent Communities of Practice in which staff and students engaged in mathematics practice which led to identity transformation of student collaborators, a deeper understanding of the mathematics on which the students worked and some change in staff teaching and course design practice. The also showed that staff-student collaboration in the delivery of course units via PAL resulted in a learning community in which PAL participants and PAL leaders engaged in mathematics practice which led to increased student achievement and enhanced affective outcomes for both PAL participants and PAL leaders.

In recent years the construction industry has become increasingly aware of the potential of the technical knowledge held by construction professionals and the need to manage it effectively. However, organisations have experienced numerous problems in implementing and sustaining Knowledge Management (KM) initiatives. A key reason for this, which has been cited both within industry and academia, is a lack of understanding of the best-suited KM approaches available and how to adopt them. In particular, the importance of people-orientated KM practices, specifically in the case of construction firms who have a high level of dependence on the tacit knowledge of their employees, has been well documented with many KM authors calling for further research in this area. The research undertaken for this study was initiated in response to the need for further research and an improved understanding of KM (people-orientated KM in particular) best practice. The research was also focussed on establishing an effective KM initiative within Ramboll Whitbybird; the sponsoring organisation. The central aim of the research was therefore to “deliver a framework that facilitates the retention and reuse of knowledge, which will increase Ramboll Whitbybird's potential to drive engineering best practice and respond appropriately to conventional and emerging business opportunities.” To achieve this an action research approach was adopted, facilitated through the use of literature reviews, interviews, focus groups, and other data collection methods, to enable the findings to be implemented within an industrial setting. Through extensive industry involvement the research highlighted the core components necessary for a successful KM initiative, and the actions necessary from those involved in implementing, managing and sustaining KM activities within construction firms. The findings demonstrated that an organisation wishing to realise effective KM needs to establish a clear definition and understanding of KM across the business, which can be achieved through the compilation of a KM strategy (statement) and action plan. It also needs to acknowledge the importance of addressing the critical factors that will determine the success of its KM initiative such as the need for KM champions and a supporting team, a fit with the way people work and an alignment with business objectives. The research also highlighted the importance of people-orientated KM practices, and that construction organisations in particular should identify and prioritise KM activities such as Communities of Practice (CoPs), due to their reliance on tacit knowledge transfer. However, in order to maximise the benefits to individuals and the business, the organisation will need to take a ‘light touch' approach to the management of CoPs. Supporting people-based KM activities with the right technology is an important factor, particularly as organisations expand and become more geographically dispersed. To ensure that this technology is an effective supporter of KM it needs to be tailored to fit with the KM needs of the business, and will need to become de-centralised in its operation. Finally, the research outlined the importance for the organisation to consider the integration of KM within the daily operation of the business by incorporating KM effectively into communication and reporting structures, while also ensuring that it becomes a core aspect of its Quality Assurance (QA) procedures.

Em comunidades de prática, a aprendizagem ocorre por meio da interação e colaboração constante de seus participantes, o caráter social destes ambientes é fundamental para a construção do conhecimento. Por este motivo, esta dissertação busca compreender a forma como os usuários interagem em comunidades de prática e propõe a estruturação destas informações em torno de um perfil dinâmico de usuário. A aplicação de perfis de usuário neste contexto permite entender o indivíduo, seus interesses e necessidades. A partir da representação dos participantes de comunidades de prática é possível desenvolver sistemas de aprendizagem inteligente, sistemas de recomendação, elementos de gamificação e sistemas de acesso e recuperação de informação personalizados. Estes mecanismos procuram estimular o engajamento dos participantes e promover a aprendizagem colaborativa. A representação das informações neste trabalho será apoiada pelo uso de tecnologias da web semântica e de ontologias para a formalização das relações em comunidades de prática. O desenvolvimento de softwares educacionais baseados na web semântica amplia a capacidade de implementação de novos mecanismos de aprendizagem, contribuindo para a análise das interações e a inferências sobre as informações dos usuários. O uso de ontologias permite a formalização das informações e torna possível a elaboração de uma rede de conhecimento que pode ser processada e consumida por agentes de software, contribuindo para a interoperabilidade do sistema. / In communities of practice, learning is built through constant interaction and collaboration of their participants, the social aspect of these environments is crucial for the knowledge construction. For this reason, this work intends to understand how users interact in communities of practice and proposes a dynamic user profile to structure this information. An user profile applied in this context allows us to understand the person, his interests and needs. The representation of participants in communities of practice allow us to develop intelligent learning systems, recommender systems, gamification elements and systems for personalized access and personalized information retrieval. Those mechanisms intend to stimulate participant engagement to promote collaborative learning. In this work, semantic web technologies and ontologies are used to represent this informations. The development of educational software based on the semantic web expands the capacity to implement new learning mechanisms, contributing to the analysis of the interactions and the inferences about user informations. The use of ontologies allows the formalization of information and enables the elaboration of a knowledge network that can be processed and consumed by software agents, contributing to the system interoperability.

abstract: Though National Board Certified Teachers (NBCTs) in Arizona have been identified as leaders on a national level, they do not have comparable opportunities to lead within their local contexts or engage in leadership and collaboration activities that align with Interstate Teacher Assessment and Support Consortium (InTASC) Standard 10. The purpose of this sequential, mixed-methods study was to explore how the development of a teacher leadership community of practice for NBCTs might influence their perceptions of themselves as leaders. Social constructionism, action research, and communities of practice guided the innovation and a mixed-methods approach was used for data collection and analysis. Data illustrated NBCTs’ dichotomous feelings about leadership on local and national levels. Findings revealed that NBCTs need continued professional learning opportunities, beyond National Board Certification, to resolve feelings of isolation and fully meet all of the leadership and collaboration indicators for InTASC Standard 10. Participating in a teacher leadership community of practice (a) provided a professional learning opportunity for NBCTs, (b) improved NBCTs’ perceptions of teacher leadership and helped them define it as an active process of learning, reflection, and action, and (c) increased NBCTs’ readiness to take action as teacher leaders within their local contexts to evoke positive change. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

abstract: Using an adapted Straussian Grounded Theory approach, and as a participant observer, data from members of a Facebook group made up of parents and caretakers of infants or children with Gastro Esophageal Reflux Disease (GERD) were collected and analyzed. During the first exploratory phase, 31 semi-structured interviews were conducted with 25 theoretically sampled members of the group. During the second phase, 604 postings (original and comments) created by members of the online social media group, for one week, were analyzed. The study explored various dimensions of informal learning in this space. These included what learning strategies members used, what types of knowledge were encouraged and shared, how community within the group was characterized and its role in the learning space, what factors led members to join and share knowledge, and what patterns of participation existed in the group. The findings revealed a core concept of a disconnect between group members and their medical community that drove participation in the online health-related social media group, as well as a substantive theory of learning to survive. A new framework for understanding online informal learning spaces in social media was developed and proposed. It was adapted from Wenger’s Community of Practice and Gee’s Affinity Spaces. Its key components include a disconnect; inherent learning processes; community and space characteristics; and types of knowledge that are encouraged and available. Findings also contributed to a better understanding of online information-seeking behaviors by introducing a new model of information-seeking within online social media groups. This model includes the stages of initiating, lurking, and browsing; requesting information; being guided by a highly knowledgeable member; reconciling; applying; and appraising. The model is a continuous cycle with entry and exit permitted at each stage based on the learner’s needs. In addition, this study’s findings demonstrate that social media spaces are a viable avenue for the transferring of experience-based knowledge. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2018

In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.

Studien var en uppföljning på ett 1-årigt projekt för kompetensutveckling i Svenskfinland. Med anledning av att pedagogisk dokumentation ingick i projektet var det angeläget att följa upp pedagogernas utveckling av pedagogisk dokumentation, samt se hur pedagogerna uppfattade praktiken. En enkätundersökning utgjorde underlag för öppna riktade intervjuer i de fyra förskolor som ingick i projektet. Resultatet visade att praktiken implementerats i samtliga förskolor och att pedagogerna i varierande grad arbetade med pedagogisk dokumentation. Pedagogernas praktikvanor och åsikter om pedagogisk dokumentation undersöktes också. Tidsbrist upplevdes som en utmaning medan pedagogerna såg möjligheter till föräldrasamverkan, professionsvalidering och barns delaktighet. Studien utfördes som flermetodsforskning med hjälp av teorin om Communities of Practice.

As a potential main player in the primary health care sector and the impending National Health Insurance (NHI), community pharmacists could make a significant contribution to easing the health care burden in South Africa. Recent legislative and organizational changes related to the corporatization of pharmacy in South Africa have impacted significantly on the profession and stand to weaken the already ‘tenuous’ professional identity of pharmacists in the country. Since community pharmacists are viewed as potential main players in the primary health care sector, the influence of corporatization on pharmacists’ identities and their concomitant ability to contribute to easing the health care burden in South Africa need to be considered. In this regard, this study examined the influence that corporatization has had on the professional identity of community pharmacists practicing in the Nelson Mandela Bay area of South Africa. That is, in an effort to understand the influence that corporatization has had on changing professional identities and practices the attitudes, beliefs, and behaviours of community pharmacists regarding the philosophy and practice of pharmacy were explored. This included ascertaining community pharmacists’ self-perception of their professional identity and the perception of users of these community pharmacies. The study was conducted from an interpretative epistemological paradigm, based on a philosophy of pragmatism. Data collection was conducted in two phases and a qualitative approach, which included in-depth and semi-structured interviews, was adopted as a design. Phase one investigated the self-perceptions of sixteen community pharmacists, equally distributed between independent and corporate pharmacies in the Nelson Mandela Bay (NMB). Phase two examined the perceptions of thirty-two end-users of the pharmacies included in the study. Data from both phases were then analysed and interpreted. Following the identification of seven core professional identities, namely pharmacists as custodian or keeper of medicines; primary health care givers; confidante and carer; jaded; astute and credible; corporate; and independent, it was determined that corporatization has, to various degrees, had an effect on the undermining of Nelson Mandela Bay community pharmacists’ view of themselves as skilled professionals in the health care sector. In short, it was found that corporatization is believed to have blurred the boundaries related to what it means to be a pharmacist and what role pharmacists should play in the provision of public health care. Corporatization does not appear to have influenced the patients’ or pharmacy end-users’ perceptions of the pharmacist, and furthermore does not play a major role in their choice of pharmacy. It is the perception of pharmacists in this study that with the introduction of legislative changes, more so corporatization, they experienced an undermining of their professional skill and disregard for costs involved in becoming a pharmacist. The perceived undermining of the professional skill of pharmacists threatens the valuable contribution that community pharmacists can make to balancing the country’s socio-economic status by appropriately and efficiently assisting in preventing, managing and/or reducing the disease burden in South Africa. Corporatization of the community pharmacy sector seems to have realized the government’s intention of making medication affordable to its citizens, however, the certainty of whether corporatization benefits patients that are in need of access remains to be seen. Community pharmacists could in fact, capitalize on the identification and enactment of their clinical skill (pharmaceutical and social caregiving) as this skill appears to be a tool that will allow pharmacists meaningful transition to being real contributors of primary health care in the imminent introduction of the NHI. At the same time, recognition of the role a pharmacist plays in primary health care will be supporting the government in its endeavours to making medicine accessible and affordable to all South African citizens without compromising their health needs. Ultimately, pharmacists can assist in the balancing and/or improvement of the socio-economic status of our society and the country.

Em comunidades de prática, a aprendizagem ocorre por meio da interação e colaboração constante de seus participantes, o caráter social destes ambientes é fundamental para a construção do conhecimento. Por este motivo, esta dissertação busca compreender a forma como os usuários interagem em comunidades de prática e propõe a estruturação destas informações em torno de um perfil dinâmico de usuário. A aplicação de perfis de usuário neste contexto permite entender o indivíduo, seus interesses e necessidades. A partir da representação dos participantes de comunidades de prática é possível desenvolver sistemas de aprendizagem inteligente, sistemas de recomendação, elementos de gamificação e sistemas de acesso e recuperação de informação personalizados. Estes mecanismos procuram estimular o engajamento dos participantes e promover a aprendizagem colaborativa. A representação das informações neste trabalho será apoiada pelo uso de tecnologias da web semântica e de ontologias para a formalização das relações em comunidades de prática. O desenvolvimento de softwares educacionais baseados na web semântica amplia a capacidade de implementação de novos mecanismos de aprendizagem, contribuindo para a análise das interações e a inferências sobre as informações dos usuários. O uso de ontologias permite a formalização das informações e torna possível a elaboração de uma rede de conhecimento que pode ser processada e consumida por agentes de software, contribuindo para a interoperabilidade do sistema. / In communities of practice, learning is built through constant interaction and collaboration of their participants, the social aspect of these environments is crucial for the knowledge construction. For this reason, this work intends to understand how users interact in communities of practice and proposes a dynamic user profile to structure this information. An user profile applied in this context allows us to understand the person, his interests and needs. The representation of participants in communities of practice allow us to develop intelligent learning systems, recommender systems, gamification elements and systems for personalized access and personalized information retrieval. Those mechanisms intend to stimulate participant engagement to promote collaborative learning. In this work, semantic web technologies and ontologies are used to represent this informations. The development of educational software based on the semantic web expands the capacity to implement new learning mechanisms, contributing to the analysis of the interactions and the inferences about user informations. The use of ontologies allows the formalization of information and enables the elaboration of a knowledge network that can be processed and consumed by software agents, contributing to the system interoperability.