1. What aspects of a team make it a Community of Practice?
Dr Sue Forsythe
School of Mathematics and Statistics
Open University

2. Background to the study
My interest in Communities of Practice, especially online CoPs
Mathematics Education modules focus on the learning of mathematics
Aim to promote student engagement in an online community of inquiry via the forums and tutorials – limited success
The tutor team for these modules appear to be a very effective community of practice

3. Communities of Practice – the theory 1
“Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly” (Wenger, 2011)
Three characteristics of a Community of Practice:
Domain – area in which the community claims the legitimacy to define competence (Farnsworth et al, 2016).
Community – “members of the community engage in joint activities and discussions, help each other and share information” (Wenger, 2011)
Practice – the particular activities and expertise, experiences, discourse ways of tackling problems etc, engaged in by the community (Wenger 2011).

4. Communities of Practice – the theory 2
The concept of Communities of Practice is of “a social process of negotiating competence over a domain over time” (Farnsworth et al, 2016, p. 5).
Each member of the Community develops their identity, and establishes their place within it, by negotiating the practices of the Community.
The Community also claims the legitimacy to define competence within the domain of practice. (Farnsworth et al, 2016)
More tacit goals of the Community of Practice include forming the identity of the team and its agreed practices and members’ individual places within it (Schwen and Hara, 2003)

5. Methods
In the 17J presentation the tutors of one of the ME modules took part in online meetings which were recorded. Having ascertained a general agreement that I could transcribe and analyse these recordings, I applied for ethical approval from the OU I sent each participating tutor an information form and a consent form I am currently transcribing and analysing the recordings The dialogue is being analysed thematically using the constant comparison method (Thomas, 2013)

6. Themes emerging from the data 1 – description of ME module students
The challenges students face in understanding that the module is focused on the learning of mathematics, which is a different type of academic discipline than mathematics
“They come along with no idea of educational pedagogical ideas and we have to introduce that at level three”
The challenges students face learning to write reflectively
“ Reflective writing is like problem solving, it’s ill defined, and the more we can do to support students in understanding of what our view of reflective writing is, that would be great”
The focus of some students appears to be getting through the assignments
“The truth of the matter is, that for some students, the assignments are the only thing that’s important in the module”

7. Themes emerging from the data 2
The apparent reluctance of many students to engage in tutorials and forums
“We do our best to get them engaged. They will do a little bit, but they’re still reluctant to put things up or say things”
The role of the tutors in promoting student engagement with the module
“My job, I think, is to get students engaged in the module, and their thinking which is the core of this module”
The challenges of becoming familiar with Adobe Connect
“It’s slightly harder to use adobe connect in terms of the sharing element”

8. Linking the data to the Community of Practice framework - practice
Outer practices
Tutoring students
Hosting tutorials
Marking students’ assignments
Inner practices
Promoting student engagement with the module in its widest sense (tasks, forums, tutorials)
Inducting students into the specific study skills required in the module
Thinking deeply about the learning of mathematics
Reflecting on their own and others’ learning of mathematics
Writing an academic commentary which goes beyond description, ie is reflective and analytical

9. Linking the data to the Community of Practice framework - domain
Higher Education pedagogy, particularly with online distance learners
Knowledge of Mathematics and Mathematics Education
This benefits from the tutors’ experience in previous careers and other current roles as teachers of mathematics in schools, colleges and HEIs, working as mathematics advisors, lecturing in Initial Teacher Education, and Teacher Professional Development

10. Linking the data to the Community of Practice framework - Identity
Tutors have an identity as a teacher in Higher Education, which again, arises from their experience in other roles.
Navigating the systems of the institution
Shared history, eg the last face to face meeting
Tutors have an identity as a member of the tutor team for the Mathematics Education modules, for example
Establishing competence in the practices of the tutor team (including sharing evidence that the students appreciate their efforts)
Negotiating the understandings of the nature of the challenges of their practice (articulating the difficulties students face with the module, and discussing what can be done to address these difficulties)
This links with observations by Schwen and Hara (2003)

11. Linking the data to the Community of Practice framework – establishing one’s identity
Tutors establish their identity in the discourse about the module, the specific challenges they face in supporting student to do well and in sharing ideas and suggestions for improving practice.
Dialogue is supportive and any suggestions are built on. Every tutor contributes to the discussion. There is no obvious hierarchy among them.
Dialogue about the difficulties around Adobe Connect is different in that it is OK to admit to having difficulties.
There is an admission that some tutors are experts and others will defer to them and ask for support.
In the main business of the group therefore, it is important to demonstrate your competence. But competence in using Adobe Connect is not viewed as important in the identity of the membership of the Communitgy of Practice

12. References
Farnsworth, V., Kleanthous, I. and Wenger-Trayner, E., Communities of practice as a social theory of learning: A conversation with Etienne Wenger. British Journal of Educational Studies, 64(2), pp
Schwen, T.M. and Hara, N., Community of practice: A metaphor for online design?, The Information Society, 19(3), pp
Thomas, G., How to do your research project: A guide for students in education and applied social sciences. Sage.
Wenger, E., Communities of practice: A brief introduction.