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Scholarship about communities of practice (COP) is uncovering evidence that interactivity between community members contributes to improvement in practice. Leadership and facilitation are crucial elements of successful COP implementation. The purpose of this paper is to describe an innovative COP facilitator ' s course and report on the experiences of participants in the first course.

In response to this need and emerging evidence, an on-line COP facilitator ' s course was developed and implemented in Alberta, Canada, in 2011. This course included a home-based COP practicum, introductory face-to-face session, an on-line discussion board moderated by faculty and on-line learning modules. Evaluation of the course was formalized in a qualitative study incorporating content analysis of postings, semi-structured interviews of successful participants and narrative responses to questions in a post course survey.

A total of 15 of 22 participants perceived they acquired basic knowledge about community facilitation by completing the self-learning modules and assignments. Many did not establish home-based COP and only partially participated in the interactive components of the course. Six participants successfully completed the course by establishing home-based COP and actively participating in the social and interactive components of the course. They perceived they met course objectives and greatly benefited from participation in the course, in particular when they pushed themselves to facilitate in new and different ways, and when they were actively engaged with their home-based COP where they could practice and receive feedback.

While the main reasons why participants dropped out or failed to complete all course components were reported, the experiences and perceptions of six participants who successfully completed all course components form the major part of the evaluation of the course and hence introduce bias. A more in depth analysis of why learners are reluctant to engage in participatory learning could be the focus of further studies.

The following key recommendations emerged in the study alongside recommendations for further study of best practices in supporting COP facilitation. First, a formal interview before enrollment into the COP facilitator ' s course is recommended to reinforce the comprehensiveness, time commitment and the practical applications intended within the course. Second, methods of “aggressive facilitation” with skilled COP facilitators can best model facilitation to those involved in the course. Third, supporting course participants to trial out a diversity of community facilitation skills in the safety of the course is crucial to success.

The collaboration, networking and interactivity of interdisciplinary health care workers is of tremendous consequence to health outcomes and a vital concern to practitioners and administrators. Little is currently understood of the leadership and facilitation of the COP models and these discoveries lend a timely contribution to the field.

The purpose of this paper is to identify the factors influencing the growth of healthcare virtual communities of practice (VCoPs) through a seven-year longitudinal study conducted using metrics from social-network and semantic analysis. By studying online communication along the three dimensions of social interactions (connectivity, interactivity and language use), the authors aim to provide VCoP managers with valuable insights to improve the success of their communities.

Communications over a period of seven years (April 2008 to April 2015) and between 14,000 members of 16 different healthcare VCoPs coexisting on the same web platform were analysed. Multilevel regression models were used to reveal the main determinants of community growth over time. Independent variables were derived from social network and semantic analysis measures.

Results show that structural and content-based variables predict the growth of the community. Progressively, more people will join a community if its structure is more centralised, leaders are more dynamic (they rotate more) and the language used in the posts is less complex.

The available data set included one Web platform and a limited number of control variables. To consolidate the findings of the present study, the experiment should be replicated on other healthcare VCoPs.

The study provides useful recommendations for setting up and nurturing the growth of professional communities, considering, at the same time, the interaction patterns among the community members, the dynamic evolution of these interactions and the use of language. New analytical tools are presented, together with the use of innovative interaction metrics, that can significantly influence community growth, such as rotating leadership.

Networked learning facilitates collaboration and learning interactions. This study aims to explore networked learning in the workplace (knowledge sharing and connection building) and gain insights into the contextual factors (learner and environmental) of learning interactions.

Thematic analysis was conducted to explore how learning interactions were facilitated among healthcare workers in a large hospital in Singapore. This study examined both the learner and environmental factors of learning interactions. Interview and focus group discussions qualitative data were included in the analysis.

The findings of this study reveal that more emphasis can be placed on the environmental factors, and targeting these factors would provide a good foundation for networked learning in the workplace, whereas learner factors could be promoted to enhance additional learning interactions. This study also found that workers learn most frequently from experienced seniors, indicating the value of mentorship programmes in fostering high-quality learning interactions.

This paper sheds light on the comprehensive set of factors that encourage networked learning among healthcare professionals and provides empirical findings that might direct future studies in similar domains.

LinkedIn, as a professional networking platform, plays a crucial role in connecting professionals globally and facilitating their professional growth. This study aims to analyse the perceptions of architects and designers regarding the utilisation of LinkedIn for career development.

The research focuses on gathering professional perceptions and opinions through a qualitative analysis of primary data. A semi-structured interview approach was used for data collection. The study selected 12 actively engaged professionals from the architecture and design industry in Perth, Western Australia, who actively use LinkedIn.

The study's findings reveal diverse opinions and experiences among professionals in the architecture and design industry regarding LinkedIn. It identifies several positive impacts of LinkedIn on the Australian architecture and design industry. Architects and designers recognise the potential benefits of LinkedIn in expanding their professional networks, showcasing their work, accessing learning opportunities and contributing to industry outcomes. They also appreciate the platform's ability to connect them with peers, clients, suppliers and industry, fostering knowledge sharing and collaboration in the evolving work environment.

This study contributes to the existing literature by extending the understanding of the importance of self-presentation on LinkedIn, identifying factors influencing career goal achievement and highlighting the role of professional connections on social media. It establishes connections between 21st-century online innovations and their practical applications within the relevant context.