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From Basic Participation to Transformation: Immersive Virtual Professional Development
Abstract
In a time of great change and challenge in education, teachers have an “urgency” with regard to their professional development. Many educators are choosing to move away from traditional modes to participation in online communities of practice. The aim of this research was to verify that online communities of practice can support transformative learning and positive professional development experiences for members. Two community platforms were observed and examined in terms of online activity. In addition to the formal research methods, the researchers monitored the activity of a selection of community members, tracking their engagement and participation in the communities. The research demonstrates that rich and transformative learning and professional development can occur in online communities of practice. The authors highlight some of the values and skills required by both the community and active members. They conclude that well designed and deftly supported online communities have a bright future for professional learning and development.
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