Capstone design : a vehicle to explore landscapes of practice in engineering education
- Simpson, Zach, Janse van Rensburg, Nickey
- Authors: Simpson, Zach , Janse van Rensburg, Nickey
- Date: 2018
- Subjects: Engineering education , Landscapes of practice , Communities of practice
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267586 , uj:28390 , Citation: Simpson, Z. & Janse van Rensburg, N. 2018. Capstone design : a vehicle to explore landscapes of practice in engineering education.
- Description: Abstract: Engineering design as capstone course creates an opportunity for practitioners to demonstrate their familiarity with the particular landscape of practice of their chosen field. This research follows a team of seven final-year Mechanical Engineering students as they complete a capstone design project to design and build an energy efficient vehicle to be entered into an international race. A qualitative, ethnographic study was conducted, collecting data through observation, reflection, and interviews with each of the student-participants and their academic supervisor. Landscapes of practice are defined through patterns of interaction within and between the various communities occupying the landscape. How we design the landscape of practice determines the opportunities we create for student development. The research demonstrates how the institutional and technological backdrop of capstone design introduces pressures that can both hinder student learning and create space and opportunity for deep learning to occur. It is concluded that the engineering curricula should include a series of design projects which allows for conceptualization to operation of the final product, challenging students learning both with respect to technical and social skills.
- Full Text:
- Authors: Simpson, Zach , Janse van Rensburg, Nickey
- Date: 2018
- Subjects: Engineering education , Landscapes of practice , Communities of practice
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/267586 , uj:28390 , Citation: Simpson, Z. & Janse van Rensburg, N. 2018. Capstone design : a vehicle to explore landscapes of practice in engineering education.
- Description: Abstract: Engineering design as capstone course creates an opportunity for practitioners to demonstrate their familiarity with the particular landscape of practice of their chosen field. This research follows a team of seven final-year Mechanical Engineering students as they complete a capstone design project to design and build an energy efficient vehicle to be entered into an international race. A qualitative, ethnographic study was conducted, collecting data through observation, reflection, and interviews with each of the student-participants and their academic supervisor. Landscapes of practice are defined through patterns of interaction within and between the various communities occupying the landscape. How we design the landscape of practice determines the opportunities we create for student development. The research demonstrates how the institutional and technological backdrop of capstone design introduces pressures that can both hinder student learning and create space and opportunity for deep learning to occur. It is concluded that the engineering curricula should include a series of design projects which allows for conceptualization to operation of the final product, challenging students learning both with respect to technical and social skills.
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Effect of online social networking on employee productivity
- Ferreira, A., Du Plessis, T.
- Authors: Ferreira, A. , Du Plessis, T.
- Date: 2009-03
- Subjects: Online social networking , Employee productivity , Web 2.0 , Social capital , Communities of practice
- Type: Article
- Identifier: uj:5713 , http://hdl.handle.net/10210/3407
- Description: The popularity of social networking sites is relatively recent and the effect of online social networking (OSN) on employee productivity has not received much scholarly attention. The reason most likely lies in the social nature of social networking sites and OSN, which is assumed to have a negative effect on employee productivity and not bear organisational benefit. This reseach investigated recent Internet developments as seen in the social Web and specifically investigated the effect of OSN on employee productivity and what some of the consequences would be if employees were allowed unrestricted access to these networks. The findings concerning the nature of employees' OSN activities, employees' attitude or perceptions with regard to OSN in the workplace and how OSN can contribute or affect the productivity of employees are discussed in this article. Some of the basic misconceptions regarding OSN are highlighted and it is concluded that this technology can be used to increase collaboration between individuals who share a common interest or goal. Increased collaboration will stimulate knowledge sharing between individuals, with the possible effect of increased productivity. However, the risks associated with OSN should be noted, such as loss of privacy, bandwidth and storage consumption, exposure to malware and lower employee productivity.
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- Authors: Ferreira, A. , Du Plessis, T.
- Date: 2009-03
- Subjects: Online social networking , Employee productivity , Web 2.0 , Social capital , Communities of practice
- Type: Article
- Identifier: uj:5713 , http://hdl.handle.net/10210/3407
- Description: The popularity of social networking sites is relatively recent and the effect of online social networking (OSN) on employee productivity has not received much scholarly attention. The reason most likely lies in the social nature of social networking sites and OSN, which is assumed to have a negative effect on employee productivity and not bear organisational benefit. This reseach investigated recent Internet developments as seen in the social Web and specifically investigated the effect of OSN on employee productivity and what some of the consequences would be if employees were allowed unrestricted access to these networks. The findings concerning the nature of employees' OSN activities, employees' attitude or perceptions with regard to OSN in the workplace and how OSN can contribute or affect the productivity of employees are discussed in this article. Some of the basic misconceptions regarding OSN are highlighted and it is concluded that this technology can be used to increase collaboration between individuals who share a common interest or goal. Increased collaboration will stimulate knowledge sharing between individuals, with the possible effect of increased productivity. However, the risks associated with OSN should be noted, such as loss of privacy, bandwidth and storage consumption, exposure to malware and lower employee productivity.
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Knowledge-sharing through communities of practice at institutions of higher education
- Authors: Buckley, Sheryl Beverley
- Date: 2012-06-05
- Subjects: Communities of practice , Information technology management , Education technology , Knowledge sharing , College teaching
- Type: Thesis
- Identifier: uj:2437 , http://hdl.handle.net/10210/4896
- Description: D. Litt. et Phil. , As the world moved from an industrial society to a knowledge society where people tend to work smarter and not harder, knowledge (implicit and explicit) became the main asset of a modern organisation. Human assets took precedence over financial assets. However, the rate at which the knowledge bank was increased owing to the progress in information technology was so fast that it became humanly impossible for one or two people to possess all knowledge. The notion of “knowledge is power” changed to one of “knowledge sharing is power”. While explicit knowledge can be quantified, saved and reused, tacit knowledge can only be shared voluntarily. This sharing of knowledge has given rise to communities of practice (CoPs). This study investigates the phenomenon of CoPs in an academic higher education (HE) institution such as a university. The aim was to establish criteria that could be used to identify the existence of such communities and their contribution to the institution, why CoPs are formed or not and how the formation of a CoP can enrich the knowledge bank of the institution. Once these objectives were achieved, it was hoped that it would be possible to create or encourage existing CoPs and ultimately ways to manage them.
- Full Text:
- Authors: Buckley, Sheryl Beverley
- Date: 2012-06-05
- Subjects: Communities of practice , Information technology management , Education technology , Knowledge sharing , College teaching
- Type: Thesis
- Identifier: uj:2437 , http://hdl.handle.net/10210/4896
- Description: D. Litt. et Phil. , As the world moved from an industrial society to a knowledge society where people tend to work smarter and not harder, knowledge (implicit and explicit) became the main asset of a modern organisation. Human assets took precedence over financial assets. However, the rate at which the knowledge bank was increased owing to the progress in information technology was so fast that it became humanly impossible for one or two people to possess all knowledge. The notion of “knowledge is power” changed to one of “knowledge sharing is power”. While explicit knowledge can be quantified, saved and reused, tacit knowledge can only be shared voluntarily. This sharing of knowledge has given rise to communities of practice (CoPs). This study investigates the phenomenon of CoPs in an academic higher education (HE) institution such as a university. The aim was to establish criteria that could be used to identify the existence of such communities and their contribution to the institution, why CoPs are formed or not and how the formation of a CoP can enrich the knowledge bank of the institution. Once these objectives were achieved, it was hoped that it would be possible to create or encourage existing CoPs and ultimately ways to manage them.
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Designing for vibrant and robust Communities of Practice in blended learning environments
- Authors: Batchelor, Jacqueline
- Date: 2020
- Subjects: Learning design principles , Communities of practice , Teacher professional development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460124 , uj:40934 , Citation: Batchelor, J. 2020. Designing for vibrant and robust Communities of Practice in blended learning environments.
- Description: Abstract: This paper provides insight into the thinking that informed the design of a programme delivered in blended learning mode with the explicit intent to establish a learning environment conducive to the development of vibrant and robust communities of practices (CoPs). Within the higher education context, the explicit articulation of learning design principles as derived from theory is not often offered for dissemination and are regarded as implicit to programme development. This paper begins by exploring the association between CoPs and learning design; considers various approaches to blended learning; offers a blended learning programme as an exemplar for interrogation and then presents learning design principles that informed the development of vibrant and robust CoPs within the blended learning programme. Placing CoPs central to the design of the blended learning programme afforded students an authentic learning experience with an opportunity to make design decisions explicit, thereby contributing to the overall impact of the programme in the education sector. Four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: provide opportunities to model professional behaviour; develop social foundations from which to build the CoP; sustain guided and self-regulated learning; and realign and reinforce the course objectives. Drawing from the knowledge gained in their vibrant and robust CoPs, institutional leaders – as students in this programme – embraced new models of professional development to bring sustainable change at schools in all districts across South Africa.
- Full Text:
- Authors: Batchelor, Jacqueline
- Date: 2020
- Subjects: Learning design principles , Communities of practice , Teacher professional development
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/460124 , uj:40934 , Citation: Batchelor, J. 2020. Designing for vibrant and robust Communities of Practice in blended learning environments.
- Description: Abstract: This paper provides insight into the thinking that informed the design of a programme delivered in blended learning mode with the explicit intent to establish a learning environment conducive to the development of vibrant and robust communities of practices (CoPs). Within the higher education context, the explicit articulation of learning design principles as derived from theory is not often offered for dissemination and are regarded as implicit to programme development. This paper begins by exploring the association between CoPs and learning design; considers various approaches to blended learning; offers a blended learning programme as an exemplar for interrogation and then presents learning design principles that informed the development of vibrant and robust CoPs within the blended learning programme. Placing CoPs central to the design of the blended learning programme afforded students an authentic learning experience with an opportunity to make design decisions explicit, thereby contributing to the overall impact of the programme in the education sector. Four emerging learning design principles that underpin the design decisions in this programme are offered for interrogation: provide opportunities to model professional behaviour; develop social foundations from which to build the CoP; sustain guided and self-regulated learning; and realign and reinforce the course objectives. Drawing from the knowledge gained in their vibrant and robust CoPs, institutional leaders – as students in this programme – embraced new models of professional development to bring sustainable change at schools in all districts across South Africa.
- Full Text:
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