abstract: Recently, a student in a Maricopa County, Arizona area school district drowned during a physical education class, resulting in a heightened awareness of school aquatics safety guidelines. The goal of this study was to use Wenger's idea of nurturing a Community of Practice (CoP) with the existing physical education CoP at GFJRHS (school pseudonym), to examine the current curriculum and enhance the program and safety standards. The study duration was a five-week period; the participants were 7th grade males. This action research addressed the following questions: 1.)To what extent does the new swim curriculum increase students' (a) self-efficacy for swimming, (b) self-efficacy for water safety, (c) perception of swim skills, and (d) perception of water safety skills? 2.) How, and to what extent, do students value different observational learning techniques presented during the swim unit? 3.) To what extent does the new swim curriculum increase students' swimming capabilities? 4.) How does working as a Community of Practice influence implementing an enhanced swim curriculum? 5.) What challenges and improvements do participants report during the enhanced curriculum? A triangulation mixed methods design was used to determine whether observational learning techniques and mini aquatics safety lessons incorporated into the curriculum improved students' swimming ability, self-efficacy, and safety knowledge. Pre-and post-test swim assessments, pre- and post-test surveys, focus group interviews and researcher journal observations provided data for the study. Both quantitative and qualitative data were collected to integrate the strengths of the varied forms of research. Cronbach's coefficient α was computed for the reliability of the survey and a multivariate repeated measures analysis of variance (ANOVA) was conducted to determine whether the new swim curriculum increased students' self-efficacy for swimming, self-efficacy for water safety, perception of swim skills, perception of water safety skills, and swimming capabilities. Results of this study indicated students' self-efficacy and perception of water safety skills increased, students' ability and perception of swimming skills increased, students valued all observational learning techniques, and teachers felt that functioning as a CoP was crucial to the process. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2014

O processo de desenvolvimento de produto é reconhecido pela literatura como sendo de importância estratégica, mas, apesar disso, existe uma grande dificuldade para se gerenciar este processo, devido a existência de diversas visões parciais sobre sua abrangência e importância, as quais dificultam a integração entre os profissionais que atuam nessa área. No campo de ensino e pesquisa esse fenômeno também ocorre, pois o desenvolvimento de produtos é tratado de maneira incompleta pelas diferentes áreas de conhecimento especializado, criando visões parciais que apresentam linguagem e características próprias, as quais dificultam um entendimento comum dos aspectos desse processo. Para enfrentar esta situação, esse trabalho apresenta a experiência de grupos de pesquisa que formaram uma comunidade de prática em desenvolvimento de produtos, chamada PDPNet (Product Development Process Network), visando minimizar essas visões parciais. Para isso, os membros de tal comunidade envolveram-se no desenvolvimento de iniciativas e atividades conjuntas e têm a sua disposição um portal de conhecimentos para favorecer a sinergia entre os membros, apoiando o ambiente voltado à cooperação e facilitando a troca e criação de conhecimentos, o que é objetivo primordial de uma comunidade de prática. Este trabalho visa relatar e analisar criticamente as características principais da PDPNet, enfocando sua formação, estabelecimento, gestão das iniciativas e atividades para criação de conhecimentos, bem como a tecnologia de informação utilizada. Com esse trabalho, espera-se divulgar essa experiência para o meio acadêmico e empresarial interessado, de forma que suas práticas possam ser propagadas e as dificuldades consideradas. Além disso, espera-se que a análise crítica permita obter subsídios para que seus principais benefícios e dificuldades possam ser identificados e tratados pelos gestores da comunidade. / The product development process is recognized by literature as being of strategically importance, but a great difficulty exists to manage this process due to the existence of several partial visions concerning its scope. This causes some problems to integrate the professionals who work with this area. In the education & research field this phenomenon also occurs, as the product development process is incompletely treated by the different areas of specialized knowledge, creating also partial visions that have their own language and characteristics. This makes it difficult to establish a commom agreement of the aspects involved and they are not understood as complementary visions. To face this problem, this work presents the experience of some research groups that have built a community of practice on product development process in order to minimize these partial visions. The community of practice is called PDPNet (Product Development Process Network) and its practioners have been involved in a set of initiatives and joint activities. They have at hand a knowledge management portal to stimulate its members\'s synergy, supporting the cooperation environment and facilitating the exchange and creation of knowledge, which is the main objective of a community of practice. Thus, this work aims to present and to analyze the main characteristics of the PDPNet, focusing on its formation, establishment, management of the initiatives and activities for knowledge creation and management, as well as the information technology used. With this work, it is expected to disseminate the PDPNet experience for interested people from academic and organization environment, so that its success practices and difficulties can be known. Moreover, it is expected that the critical analysis give subsidies so that its main benefits and difficulties can be identified and treated by the community managers.

Nota-se um crescimento constante da importância dos espaços de Educação Não Formal frente ao de Ensino de Ciências. Com isso, passa a ser imprescindível a presença de profissionais que promovam a interação da ciência com o público e, consequentemente, a formação dos mesmos para que possam atuar de maneira efetiva no desenvolvimento de atividades educativas nesses locais. Nesta perspectiva, este estudo de caso teve por finalidade analisar o processo de formação de mediadores de um espaço de Educação Não Formal de ciências, utilizando a perspectiva da teoria de Comunidades de Prática, elaborada por Jean Lave e Etienne Wenger. Mais especificamente, teve como objetivo analisar como o elemento engajamento mútuo, proposto pelos autores como um dos pontos fundamentais da participação dos membros de uma comunidade de prática, pode contribuir para a formação inicial de mediadores. Para realização dessa investigação, foi necessário, primeiramente, averiguar se o local de estudo escolhido - Estação Biologia (EB), projeto de extensão universitária vinculado ao Instituto de Biociências da Universidade de São Paulo, poderia ser considerado uma comunidade de prática, sendo necessária, para isso, a identificação de três elementos básicos: o repertório compartilhado, o engajamento mútuo e o empreendimento conjunto. Os dados coletados a partir de análises documentais, entrevistas gravadas semiestruturadas, filmagens e observações de visitas evidenciam que os três elementos básicos coexistem na EB, podendo, assim, ser considerada uma comunidade de prática. Nessa comunidade, às possibilidades de flexibilização de funções e o estabelecimento de negociações internas promovem o aumento do engajamento mútuo que está diretamente envolvido com a transformação de um mediador periférico em um mediador central, e consequentemente, com a sua formação tanto para atuar como mediador, quanto para atuar profissionalmente, seja na carreira de bacharelado ou de licenciatura. Isso pode ser afirmado visto que, ao aumentar o engajamento na prática da comunidade, esse mediador se apropria de conhecimentos que poderão ser usados dentro e fora da EB. / There has been a steadily growing role of non-formal education within science teaching. Thus, the presence of professionals is crucial for promoting the interaction of science with the public. Consequently, the formation of these professionals is essential to enable them to act effectively in the development of activities at educational sites. Accordingly, this case study aims at examining the process of formation of mediators in the area of non-formal education in science, using the Theory of Community of Practice, coined by Jean Lave and Etienne Wenger. More specifically, the analysis of the mutual engagement element, as proposed by the authors as one of the key points in the participation of members in a community of practice, may contribute to the initial training of mediators. To undertake this study, it was necessary to first determine whether the chosen place of study, Estação Biologia (EB) of the University of São Paulo, could be considered a community of practice. For this, the identification of three basic elements were required: shared repertoire, mutual engagement and joint enterprise. The data that were collected from documentary analysis, semi-structured registered interviews, recorded visits and personal observations, showed that all the three basic elements were present in EB, and thus it can be considered a community of practice. In this community, the flexibility of functions, and the establishment of internal negotiations, promote increased mutual engagement that is directly involved in the transformation of a peripheral into a central mediator, and consequently, their training both to act as a mediator and how to do so professionally. Considering that by increasing engagement in the practice of community, this mediator appropriates knowledge that can be used inside and outside the EB.

nÃo hà / Este estudo propÃe-se a conhecer, implementar e analisar em que medida as comunidades de prÃtica influenciam e contribuem para a aquisiÃÃo de conhecimentos relevantes para o aprimoramento profissional dos servidores da JustiÃa Federal no CearÃ, especificamente, os que atuam junto ao novo Sistema de Processo Judicial EletrÃnico - PJe. A experiÃncia realizou-se atravÃs da criaÃÃo de um portal na internet para abrigar a Comunidade Virtual de InteraÃÃo, DisseminaÃÃo e Aprendizagem Cooperativa (ComVID@) que funciona como um recurso didÃtico para fomentar processos de aprendizagem e promoÃÃo da educaÃÃo continuada na instituiÃÃo. O tema da ComVID@ escolhido para o estudo de caso foi o do novo PJe, tendo em vista sua recÃm-implantaÃÃo e importÃncia para o cumprimento da missÃo e aperfeiÃoamento dos serviÃos prestados pela JustiÃa Federal. Os resultados encontrados apontam para o grande potencial das comunidades de prÃticas para oportunizar interaÃÃes significativas entre seus membros que passam a aprender de forma colaborativa, exercitando o senso de cooperaÃÃo que possibilita a inclusÃo de servidores lotados em unidades do interior do Estado, a fim de viabilizar um espaÃo permanente para a troca de experiÃncias, a aplicaÃÃo de melhores prÃticas, a validaÃÃo de soluÃÃes por pessoas experientes e, principalmente, a disseminaÃÃo e incorporaÃÃo de conhecimentos Ãteis a um maior nÃmero de usuÃrios trazendo benefÃcios com a rÃpida resoluÃÃo de problemas e de dificuldades encontradas na operacionalizaÃÃo desse sistema. No entanto, percebe-se a necessidade de incentivo institucional para criar uma cultura interna de compartilhamento de informaÃÃes e uma maior conscientizaÃÃo com relaÃÃo à responsabilidade de cada um no processo de aprendizagem dos colegas, em prol de uma JustiÃa mais cÃlere e aberta, capaz de acompanhar os avanÃos e inovaÃÃes de uma sociedade cada vez mais articulada em rede e permeada pelo dinamismo das novas tecnologias de informaÃÃo e comunicaÃÃo. / This study aims at being acquainted with, implementing and analyzing the extent to which communities of practice influence, and contributes to the acquisition of knowledge relevant to the professional development of the Federal Court servants in CearÃ, specifically those that work together with the brand-new Electronic Judicial Process System - EJs. The experiment has been carried-out through the creation of an internet portal to shelter the Virtual Community Interaction, Outreach and Cooperative Learning (ComVID @) that works as a teaching resource to foster the learning processes and promoting ongoing education within the institution. The theme of ComVID @ chosen for the case-study has been the brand-new EJs due to its recent implementation and importance to the accomplishment of the target and improvement of the services rendered by the Federal Court. The outcomes appointed to the high-potential of the communities of practice to rise-up opportunities for meaningful interaction among its members whose might learn collaboratively, practicing the sense of cooperation that enables the inclusion of civil servants settled at countryside units into the State, in order to enable a lasting space for exchange experiences, the implementation of the best practices, solution validation by experienced individuals and especially the deployment and incorporation of knowledge useful to a greater number of users bringing benefits to the quick problems-solving and difficulties faced in the operation of this system. . Nevertheless, we have perceived the need for a corporate incentive to create an in-house culture to share the information and higher awareness regarding to the responsibilities of every individual in the learning process of each colleagues, in favor of a quick and opened Justice capable to monitoring the progress and innovations of a society that is highly connected and permeated by the dynamics of the cutting-edge IT technologies and communication.

As tecnologias de informação e comunicação (TIC) abrem importantes possibilidades para a aprendizagem de Matemática. Para tanto, é essencial que os professores tenham oportunidades para se prepararem. Considerando que a formação de professores de Matemática é um processo contínuo, o objetivo geral desta tese foi construir uma proposta de formação continuada, para os egressos da licenciatura em Matemática do IF Fluminense, no início de sua prática docente e, analisar a influencia dessa formação na prática docente. A proposta foi denominada T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática. Essa visou a possibilitar a integração das TIC à prática docente e fundamentou-se na teoria vygotskyana, em particular, na importância do contexto social e da mediação para o desenvolvimento dos processos psicológicos superiores. A pesquisa foi de caráter qualitativo por meio de um estudo de caso. As técnicas de coleta de dados foram questionário, entrevistas, observação e conteúdos postados na rede social na Internet. O estudo desenvolvido, entre 2008 e 2011, compõe-se de uma revisão teórica sobre os temas: formação de professores, em particular da formação continuada relacionada às TIC e ao processo de ensino e aprendizagem de Matemática; letramento digital; redes sociais focalizando as interações e o capital social; comunidades e personal learning environment. A análise de todos os dados sinalizou que o processo de letramento digital é pré-condição para o alcance dos objetivos da formação T-PROIM. Confirmou a importância do sujeito mais experiente nas interações e das relações entre os pares. A flexibilidade da formação e da configuração de recursos da RSI pelos professores foi considerada importante para o contexto educacional, pois permitiu atender particularidades de cada professor e de seu contexto docente. A possibilidade de compartilhar informações criou um espaço menos formal para contexto educacional, esse serviu como motivação para as atividades formais. Além disso, a análise possibilitou identificar dimensões do capital social nas atividades presenciais e nos conteúdos postados na rede. Essas dimensões contribuíram para aumentar a confiança no uso pedagógico das TIC e promover o desenvolvimento pessoal, social e cognitivo dos professores. Enfim, a formação T-PROIM influenciou a prática docente dos professores. / Information and communication technologies (ICT) have opened important possibilities for the learning of Mathematics. For this reason, it is important that teachers have the opportunity to be prepared. Considering that Math teachers education is a continuous process, the general objective of this thesis was to present a proposal for continuing education for former students of Mathematics Education at IF Fluminense, in the beginning of their teaching carreer, and to analyze the influence of such experience in their practice. The proposal is named T-PROIM – Tecnologias na Prática docente de pROfessores Iniciantes de Matemática (Technologies in the Teaching Practice of Beginning Teachers of Math). This aimed at enabling the integration of ICT into the teaching practice, and was based on the vygotskian theory, mainly on the importance of social context, and of mediation in the development of higher order psychological processes. A qualitative research was carried through a case study in which data were collected from a questionnaire, interviews, observation and content posted on an internet social network (ISN). The study, developed from 2008 through 2011, presents a theoretical review of the following topics: teachers education, notably continuing education related to the ICT, and to the process of teaching and learning Mathematics; digital literacy; social networks with focus on interactions and social capital; communities and personal learning environments. Data analysis showed that digital literacy was a precondition to reach the objectives of T-PROIM, and confirmed the relevance of more experienced individuals in the interactions and relationships among participants. The flexibility of the program and the configuration of resources by teachers in the ISN were considered important for the educational context, as it enabled catering for the individual needs of each teacher and of his/her teaching situation. The possibility of sharing information created a less formal space for educational purposes, which served as motivation for formal activities. In addition, the analysis allowed for the identification of the dimensions of social capital in face to face activities and contents posted in the network. Such dimensions contributed to improve confidence in the pedagogical use of ICT, and to promote personal, social and cognitive development of teachers. In brief, the experience with T-PROIM influenced the subjects’ teaching practice.

Användandet av tekniska artefakter som verktyg i undervisningen har ökat drastiskt de senaste åren i Sverige. Trots det finns det få undersökningar om ursprungskällans perspektiv på den nya vardagen, det vill säga elevernas upplevelser. Studiens syfte är att undersöka på vilka sätt eleverna kommunicerar i Lillhagaskolan efter införandet av Apples iPad och en-till-en metoden, det vill säga en teknisk artefakt per elev i undervisningen, samt vilka sammanhang som formar kommunikationspraktikerna. För att undersöka området använde vi oss av en kvalitativ metod, genom semistrukturerade intervjuer med några utvalda elever i årskurs sju. Datainsamlingen från vår studie har sedan analyserats med hjälp av Wengers teori om socialt lärande det vill säga praktikgemenskap. Den beskriver relationerna mellan praktiker, sociala gemenskaper, meningsskapande och utvecklingen av identitet vilka anses vara grundläggande aspekter för lärande. Det visade sig bland annat att praktikgemenskaper i stor utsträckning kunnat växa fram bland skoleleverna på grund av elevernas ömsesidiga engagemang kring användandet av iPad och dess applikationer. Valet av kommunikationsväg baserades bland annat på vilka applikationer kompisarna använde, tekniska aspekter samt kontexten. / The use of technical artifacts as working tools in the school environment has increased dramatically over the past years in Sweden. But despite that, there is not that much research about the pupils perspective, i.e. the students experiences and daily knowledge. This study's aim is to investigate the different communication channels the students utilize since Lillhagaskolan introduced Apples iPad and the one-to-one method, in other words one device per pupil in education, and the contexts that shape its use. To investigate the area this study used qualitative methods and semi structured interviews on a few students in seventh grade. The data from the study was analyzed through Wenger ́s theory of social learning “Community of Practice”. It describes the relation between practices, communities, meaning and identity, which are considered fundamental components of learning. It turned out that a Community of Practice developed because of the mutual engagement between the pupils because the pupils mutual engagement around the use of their iPads and applications. The common communication practices emerged based on for example what applications friends used, technical aspects and the context.

This study aims to investigate how key personnel in a government agency integrate cross-sectorial issues into their activities. The survey shows that it is possible to understand the work as a pedagogical practice. However, this approach is based on another conceptual tradition of learning than the general one. Cross-sectorial commissions do not seem to lead to the integration of different issues. It is rather the agency’s and the employees' approach to the assignment and the cross-sectorial practice that is crucial. A socio-cultural perspective on learning can help the authority consider the cross-sectorial community of practice to be an asset, thus utilising learning within them in a more strategic and systematic way. The survey also helps to understand negotiation of meaning as a way to integrate practices. The study has a deductive approach and is based on a socio-cultural perspective on learning to contribute to the understanding of the implementation as pedagogical practices. The survey includes one government agency that works with two different cross-sectorial commissions. The work of each government commission has been investigated through interviews with key persons within the agency. The phenomenological point of departure has also influenced the compilation, interpretation and thematic analysis of the results of the survey. / Studien syftar till att undersöka hur nyckelpersoner i en statlig myndighet arbetar med tvärsektoriella uppdrag för att integrera tvärsektoriella frågor i verksamheten. Undersökningen visar att det är möjligt att förstå arbetet som en pedagogisk praktik, men att detta synsätt utgår från en annan idétradition om lärande än den allmänt förekommande. Uppdragen i sig verkar inte leda till att olika sakfrågeperspektiv överbryggas. Det är istället myndigheten och dess medarbetares förhållningssätt till uppdraget och den tvärsektoriella praktiken som är avgörande. Ett sociokulturellt perspektiv på lärande kan bidra till att myndigheten betraktar den tvärsektoriella praktikgemenskapen som en tillgång och tillvaratar lärandet som sker där på ett mer strategiskt och systematiskt sätt. Undersökningen bidrar också till att förstå meningsskapande som ett sätt att integrera olika praktiker. Studien har en deduktiv ansats och undersökningen görs utifrån ett sociokulturellt perspektiv på lärande för att bidra till förståelsen om uppdragens genomförande som pedagogiska praktiker. Undersökningen omfattar en statlig myndighet som arbetar med två olika tvärsektoriella regeringsuppdrag. Arbetet med respektive regeringsuppdrag har undersökts genom forskningsintervjuer med nyckelpersoner inom myndigheten. Den fenomenologiska utgångspunkten har även påverkat sammanställning, tolkning och tematiska analys av undersökningens resultat.

This thesis reports on the results of a quantitative study of various barriers to knowledge sharing in a virtual community of practice within Sigma Kudos, a Swedish multinational organization. The study was undertaken to investigate the under-utilization of a virtual "teamroom". Members' views showed that the biggest barrier involved the way in which people chose to share their knowledge; the respondents preferred sharing knowledge in their existing face-to-face networks. Face-to-face sharing mainly seemed to occur between individuals who had a common ground and shared experiences, and between individuals who were in convenient proximity to each other. Time constraints in combination with perceived lack of intranet site structure implied a redundancy of the teamroom as yet another internal site. Another prominent set of barriers that emerged from the findings was related to aspects of uncertainty and unfamiliarity with the teamroom. Additionally, survey comments revealed the use of teamroom features to be a barrier. To enable co-evolved knowledge structures to occur via the community, it is necessary for management to understand face-to-face sharing behavior in terms of implicit and tacit knowledge. It is vital to change the perception of teamroom sharing as an extra task requiring more time. Moreover, the teamroom needs to be distinguished in context of the greater intranet structure, as well as when it comes to the different sections of the community itself. To foster knowledge sharing in the teamroom, it is also important to define and communicate the strategic meaning of it.

As humanity transitions towards a global society, opportunities and challenges have grown in equal magnitude. Severe, global depletion of ecosystems and social turmoil have initiated a widespread public response. If the many small actions were to connect and collaborate strategically, then a greater impact could be made on the system to move towards sustainability. Along with continuous technological and scientific development, society is discovering new ways of organizing itself for a more just, sustainable and harmonious world. This is giving birth to a large social body that is becoming aware of its own existence and is learning to take its first baby footsteps. This study aims to describe the conditions of successful collaboration of a social body, a collaborative process with phases as well as guidelines and tools for each phase. A navigation tool has been outlined to aid practitioners in complex systems to move towards success in any collaborative context. This thesis is a contribution to the creation of a thriving humanity.

Den svenska medborgaren spenderar omkring 40 timmar i veckan på sitt arbete vilket inverkar på hälsan både psykiskt, fysiskt och socialt. Trots den medvetenhet som idag finns kring psykosocial arbetsmiljö är det ännu ett problemområde. Arbetsmiljöverket släppte 2016 en föreskrift om organisatorisk och social arbetsmiljö för att minska risken att arbetstagare utsätts för ett ohälsosamt arbetsklimat. Trots det är föreskriften ny vilket skapar intresse kring hur den enskilda arbetstagaren erfar organisatorisk och social arbetsmiljö. Studiens syfte är att utifrån ett medarbetarperspektiv belysa erfarenheter om organisatorisk och social arbetsmiljö. Den teoretiska referensramen är en kombination av pedagogik och hälsa som bestått av community of practice, holistiskt perspektiv, hälsokorset och salutogent perspektiv. Studien är kvalitativ där materialet har insamlats genom tre fokusgruppsintervjuer med totalt 14 medarbetare, där materialet har analyserats genom kvalitativ innehållsanalys. Studien utgår ifrån ett konstruktivistiskt synsätt att se på kunskap för att belysa medarbetarnas erfarenheter, där slutsatser dragits med abduktiv ansats. Resultatet gav till följd tre kategorier. Synligt arbete men osynliga medarbetare där medarbetarna uttryckte lågprioritet och krav på anpassning. Öppenhet för en hälsosam arbetsmiljö som visade på att gemenskap påverkar trivseln samt kommunikationens betydelse för förtroende. Slutligen chans till återhämtning som synliggjorde tillgång till vikarier samt till rast och vila som betydelsefulla resurser i arbetet. Utifrån resultatet kan slutsatsen dras att medarbetarna önskar möjligheten till en arbetsmiljö som stödjer lärande, utveckling och välmående. Ytterligare slutsats är möjligheten till återhämtning samt att insatser utifrån ett salutogent perspektiv kan bidra till välbefinnande och en hållbar psykosocial arbetsmiljö. / The Swedish citizen spends about 40 hours a week on his work, which affects health, both mentally, physically and socially. Despite the awareness that exists today about the psychosocial work environment, it is still a problem area. The Swedish Work Environment Authority released a regulation on organizational and social work environment in 2016 to reduce the risk of workers being exposed to an unhealthy working environment. Although the regulation is new, which creates an interest in how the individual employee experiences an organizational and social work environment. The aim of the study is to highlight experiences from an employee perspective on organizational and social work environment. The theoretical frame of reference is a combination of pedagogy and health whereas theories used are community of practice, holistic perspective, the health cross and salutogenic perspective. The study is qualitative where the material has been collected through three focus group interviews with a total of 14 employees, where the material has been analyzed through qualitative content analysis. The study is based on a constructivist approach to looking at knowledge to highlight the employees' experiences, where conclusions are drawn with abductive thinking. The result revealed three categories. Visible work but invisible employees where employees expressed low priority and adaptation requirements. Openness for a healthy working environment that showed that community affects well-being as well as the importance of communication for trust. Finally, a chance of recovery that revealed access to temporary work-force as well the possibility to take breaks during the day. Based on the results, it can be concluded that employees want the opportunity for a work environment that supports learning, development and well-being. Another conclusion is the possibility of recovery and that efforts from a salutogenic perspective can contribute to well-being and a sustainable psychosocial work environment.