cross-organizational model [ level-2 ]

SE1

Integrate member-preferred social networks (SN), field-specific creativity-support tools (CSTs), generic productivity, and online showcasing tools in the CoP technology configuration

Technical & Design-oriented communication: practical and socio-emotional considerations

SE2

Integrate effective technical Q&A interface capabilities, like code-snippet sharing, execution, and debugging, within the social CoP platform

SE3

Integrate automatic or manual gamification features in the social CoP platform to promote student interest and engagement in the practice

SE4

Guide learners to make use of appropriate language for effective technical communication

SE5

Support modular visibility to accommodate various ad-hoc CoP interactions, both from the initiator & the target member perspectives:

SE5.1 Provide on-demand activity-driven permissions

SE5.2 Provide on-demand role-specific permissions

Visual design-oriented interactions

SE6

Aim to enhance workspace awareness in terms of peers’ identity, position & activity in visual CST workspaces

SE7

Integrate various channels for multimodal communication in visual CST workspaces

Interoperability

SE8

Enable interoperability between CSTs, generic productivity, SNs, and other tools included in the CoP’s technology configuration

Power relations: trust, competition & accountability

SO1

Aim for even distribution of power through the balance of trust, competition & accountability in the CoP

SO2

Empower external CoP members with compound and in-depth information on their purpose and role, as well as the other members in the practice

Interpersonal (peer trust)

SO3

Schedule regular work crits with students for constructive peer review, commencing early on in the project cycle

SO4

Assign different industry projects and clients to different CoP teams, ensuring that they require same-level subject knowledge, creative adeptness & technical competence

Intrapersonal trust (self-efficacy)

SO5

Aim for mixed-competence teams to form the CoP’s working subgroups

SO6

Aim for community-wide face-to-face interaction early on and throughout the life of the CoP in order to boost online participation

Accountability

SO7

Limit the size of the CoP to enhance member accountability

SO8

Highlight the incentives, purpose & responsibilities of each CoP role at the start & regularly throughout the life of the CoP

Time

EP1

Invite community-wide participation in the design of the learning ecology prior to its enactment

EP2

Introduce visual representations to simplify the epistemic design and clarify its practical implications early on in the life of the CoP

EP3

Allow for sufficient time to pilot-test the epistemic design prior to the commencement of critical CoP-based learning practices

EP4

Plan the academic curriculum to coincide – thematically and temporally – with CoP-based activities

Feedback

EP5

Aim for regular feedback and evaluation of student work from expert CoP members to enrich the academic feedback process

EP6

Proactively negotiate the focus, amount and tone of feedback with external CoP members

EP7

Articulate comments appropriately to encourage reciprocal feedback activity in CoP-wide settings

The purpose of expert CoP members

EP8

Invite industry members with various degrees of expertise to provide briefs, expert insights, feedback and evaluation for student work

EP9

Recruit recent graduates for the role of alumni mentors in the CoP

EP10

Aim for sharing expert trajectories and ‘inside’ information about the industrial practice

EP11

Always include real industry clients & authentic projects to guide the CoP-based activities