Modelo de análisis de interacciones para comunidades de práctica online

Maribel Santos Miranda-Pinto

doi:10.35362/rie600444

Authors

Maribel Santos Miranda-Pinto Escola Superior de Educação de Viseu, Portugal.

DOI:

https://doi.org/10.35362/rie600444

Keywords:

communities of practice; cooperation, collaboration, moderation and leadership

Abstract
Biographies
References
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How to Cite

Abstract

This paper presents a research study about the interactions in online communities of practice. In order to do so, it was designed, implemented, promoted and studied the community @rcaComum (www.arcacomum.pt – main page). This online Ibero-American community of practice was created in September 2006, and includes participants from Latin America, Portugal and Spain, aimed at professionals in childhood education. This virtual environment uses multiple platforms to its promotion that are exclusively online (http://www.arcacomum.pt/comunidade; http://www.facebook.com/arcacomum; https://twitter.com/arcacomum; http://www.youtube.com/user/arcacomum and https://arcacomum.wordpress.com). After six years of operation the main objective remains the joint construction of a common practice and exchanging ideas about early childhood education.
Intending to promote part of this study, we show an interaction analysis model that was developed for this research, based on existing models previously applied to other communities, such as learning communities and virtual communities. We believe in the importance of our model because of the absence of a specific model for online communities of practice. This model allows an analysis of interactions at various levels, which should be consolidated for the affirmation of identity and the creation of such communities. Collaboration and leadership are seen as key dimension fulcral for sustainable virtual environments (Miranda-Pinto 2009).

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Author Biography

Maribel Santos Miranda-Pinto, Escola Superior de Educação de Viseu, Portugal.

Professora Adjunta Convidada, Escola Superior de Educação de Viseu, Portugal.

References

Dias, P. (2008). «Da e-moderação à mediação colaborativa nas comunidades de aprendizagem». Educação, Formação & Tecnologias, vol. 1: pp.4-10.

Garrison, D. R. ; Anderson T. e Archer, W.(2000). «Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education». The Internet and Higher Education (2(2-3)): 87-105.

Gunawardena, C.; Lowe, C.eAnderson, T. (1997). «Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing». Journal of Educational Computing Research (17(4)): 395-429.

Henri, F. (1992). «Computer conferencing and content analysis». Collaborative learning through computer conferencing: The Najaden papers, New York Springer.

Miranda-Pinto, M. d. S. (2009). Processos de Colaboração e Liderança em Comunidades de Prática Online - O Caso da @rcaComum, uma Comunidade Ibero-Americana de Profissionais de Educação de Infância. Instituto de Estudos da Criança. Braga, Universidade do Minho. PhD: 455.

Wenger, E. (1998). Communities of Practice - Learning, meaning, and identity. Cambridge, Cambridge University Press.

How to Cite

Santos Miranda-Pinto, M. (2012). Model of analysis of interactions for communities of online practice. Iberoamerican Journal of Education, 60, 63–72. https://doi.org/10.35362/rie600444