What’s Behind the Technology: Is it Just About the Tools?

Research aims
This paper presents the principles of communities of practice (Wenger, 1998) considers the implications of developing
a fluid virtual community, which empowers and improves outcomes for its participants. The pedagogical implications
for this development were examined.
Relationship to previous research works
This draws on bodies of knowledge about community empowerment, collaboration, co-construction, technology
enhanced learning (TEL)
Theoretical and conceptual framework
The pedagogical understanding regarding tools of enquiry (Cowan and George, 1997, Hewitt et al, 1997) are
considered, alongside the value of communities of practice (Wenger, 1998), and the application of ´virtualisation´ of
the community (Salmon, 2010).
Paradigm, methodology and methods
A collaborative constructivist approach is adopted in this research, which lecturers and students participate in a
mutually reciprocal virtual platform to facilitate opportunities for contextualised learning to transpire.
Ethical considerations
The ethical concepts of Levinas and the ´inter-face of online education´ (2005), Volet et al Social affordance of online
learning (2004) are both applied to this study as well as a developing protocol which is being developed within the community for the continued development of the community from one which is research passive to research active.
Main finding or discussion
The cognitive shift and ability of students to recognise this within learning environment is catalyst to ensuring students
confidence in engaging with the VLE and supporting peers development within the community.
Implications, practice or policy
Expanding professional learning communities in virtual spaces to engage in intellectually challenging dilemma’s
ensures that the community is ´21st century ready´ to lead and enhance practice in both virtual and physical
continuing development.