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Communities of Practice Project:

Sherma Edwards
OMDE 610 Section, 9020
July 26th, 2015
Introduction
Community of practice (COP) is created to allow knowledge sharing and collective
learning among groups of people who share a concern or passion for something they do and
learn how to do it better as they interact regularly (Wegner, 2015, para. 5). This paper will
provide an analysis of Edutopia, its history, measurement of success, and function and how
distance education theories contribute to its success.
Background
Edutopia is a successful online COP dedicated to connecting people who want to
improve the learning process, and is a product of the George Lucas Educational Foundation
(GLEF), that was founded in 1991 by the filmmaker George Lucas (Connected Educators, 2015,
para.9; Edutopia, 2015a). The goal of this COP is to provide its members such as educational
staff, leadership, and alliance and partnership teams with an opportunity to share knowledge and
promote connectivity learning through services such as videos, blogs and discussion forums. For
over 20 years, the GLEF is known for innovative, replicable, and evidence- based programs and
practices in K-12 education and caters to over a million online visitors who are passionate in
improving education (Edutopia, 2015c).
Measurement of Success
Harasim (2012) suggests, that some of the indicators of success are often contextual or
qualitative, social or intellectual, procedural or qualitative and technological. Edutopia is an

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Communities of Practice Project:
exceptional example of a successful COP because the forum existed for over 20 years and
promotes each of these indicators. The webpage illustrates an extensive list of core strategies
such as project based learning, teacher development, new technology, social and developmental
learning and topics listed alphabetically include blended learning, curriculum planning and
student engaging (Edutopia, 2015e). Participants engage in constructive discussions, exchange
innovative solutions, and learn from others experiences, while sharing knowledge and resources.
Online discussions dealt with critical issues such as how to manage cellphone usage in the
classroom, which had 129 comments and over 57, 000 views, other concerns were parental
involvement, literacy and policy development (Edutopia, 2015b).
Monitor or Access of Success
This COP and its success can be monitored and assessed through a framework of analysis
and indicators. These include the following according to Harasim (2012):

Contextual Indicators- The data that should be examined is the level of

participation, volume of messaging and longevity(p.166). On the Edutopias

webpage all participation is noted online and interaction is current.

Social Indicators- One must focus on social, intellectual and moderator
discourse (p.166). Participants must show respect for peers. After reviewing the
COP, members was courteous on the blog and discussion forum, conversations
were open ad individuals were free to share their thoughts without being
disrespected. New topics were often introduced and posted by the moderator and
discussions seemed to be motivated and facilitated effectively and efficiently. The
discussions were more of experience sharing and not so much of critical thinking
skills.

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Communities of Practice Project:

Procedural Indicator- To access this type of indicator and to make sure it is

effective for Edutopia as a COP, administrative discourse must be active and
established and in this case it is. Edutopia has relevant goals, objectives and
policies implemented and illustrated on their website. They also have a mission

and vision webpage.

Technological Indicator- These indicators are used to assess the COPs
environment and to see if the technology is easy to use. The webpage is very
simplistic and has taps to the top to navigate from one page to the other and is
current with social networks and technology.
DE Theories

Edutopias COP is a social network, that enables its members to be exposed to a learning
environment or community that consists of learning theories. Learners are able to acquire and
share knowledge that help with building constructivism- developing constructive knowledge
with peers, online collaborate learning- that increased the student- centered interaction and
experience and exposure to valuable resources and connectivism- knowledge actuated through
the process of a learner connecting to and feeding information to a learning environment (Kop,
2008, p.2). However, Edutopia does maximize the connectivism learning theory by promoting a
diversity of opinions from individuals around the globe from educators with a wide range of
expertise and knowledge (Siemens, 2004). The members are connected by a large scope of
communicating and interacting tools via their blog and discussion forums, twitter, Google+,
YouTube, and Facebook, Pintrest newsfeeds. They are given the opportunities to share
information on other social media networks, and they also have the privilege of learning from

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Communities of Practice Project:
one and other. Also, growing professionally while increasing the effectiveness of their individual
efforts and strengthening the educational systems where they are from.
Function
Edutopia is dedicated to transforming kindergarten through 12th grade (K-12) education
so all students can thrive in their studies, careers and adult lives, and is one of the leading voices
in showcasing what works in education (Edutopia, 2015d, para.5). Their focus is on practices and
programs that help students obtain and effectively apply the knowledge, attitudes, skills and
beliefs to their full potential (Edutopia, 2015d, para. 6). At the Lucas Education Research, they
acquire and access methods that will effectively impact lifelong learning and strives to achieve
quality, and maintain a good reputation (Edutopia, 2015d). The COP consists of storytellers,
designers, technologists, parents, former teachers and lifelong students committed to making a
difference in the education sectors through asynchronous conferences.
Learning, Knowledge Building and Contribution
Edutopia supports its members by contributing to learning, and building knowledge
amongst educators. This COP serves as a bridge, by introducing members with the same interest,
to a wealth of knowledge and open access on their join the conversation link on the sites blog
page. Discussions can easily be categorized and is easy to read, by choosing the most active or
popular, newest topic or the editors picks and community picks about how to improve
education. An ideal function on this forum is the opportunity for various educators to connect
with one and other and can work on projects on developing further research, networking and
reference building. Although, networking for social purposes is important, for a COP to exist and

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to survive, according to Harasim, (2012), its the quality of intellectual discourse that is most
significant (p.163).
Conclusion
Edutopia is an exceptional example of an online COP because its name and success
speaks for itself. Educators worldwide have access to resources and technology, which
encourages the participants to show up, share knowledge and become more socially interactive
by collaborating and connecting with others. Using the theory of connectivism, the site allows its
members to remain current in the field as well as effectively demonstrate the community of
inquiry concept and is a value added asset to its targeted leaners.

References

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Communities of Practice Project:
Connected Educators. (2015). Online communities of practice in practice. Retrieved from
http://connectededucators.org/online-communities-in-practice/
Edutopia. (2015a). About. Retrieved from http://www.edutopia.org/about
Edutopia. (2015b). Community. http://www.edutopia.org/community
Edutopia, (2015c). Making a difference. Retrieved from http://www.edutopia.org/about/makinga-difference
Edutopia. (2015d) Vision and mission. Retrieved from http://www.edutopia.org/mission-vision
Edutopia. (2015e). What works in education. http://www.edutopia.org
Harasim, L. (2012). Learning theory and online technologies. New York, NY: Routledge.
Kop, R. & Hill. A. (2008). Connectivism: Learning theory of the future or vestige of the past?
International Review of Research in Open and Distance Learning 9(3), 1-13.
Siemens, G. (2004). Connectivism; Alearning theory for the digital age. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Wegner, T. (2015). Introduction to communities of practice. Retreived from http://wengertrayner.com/introduction-to-communities-of-practice/