Situating Braided Learning Theory Into a Community of Professional Practice

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Introduction: Continuing Professional Development or (CPD) is seen as a necessary process in the lifelong learning of professional practitioners (Peeke, 2000). Craft (1996) describes CPD as ‘all types of professional learning beyond the initial point of training’ (p.6). Such programs are often individually driven and organised, pursued over extended periods of time, standards based and generally lead to the acquisition of a formal qualification (Martinez, 1999). Effective professional development programs are essential to mitigate the ‘practice shock syndrome’ (Korthangen, 2010, p. 98) commonly experienced by novice professionals entering the working domain who are poorly or inadequately prepared for professional life. Keller, Bonk and Hew (2005) state that effective CPD programs are not only lacking, but fail to be adopted in practice. Peeke (2000) argues there is a general lack of systemic linking between individual development and organisational or professional association (Gray, 2004) requirements. Rigorous models for assessing and evaluating the impact CPD programs have on informing practice and knowledge creation are only just being established (Haythornthwaite et al, 2007). The model currently adopted by the Complementary and Alternative Medicine (CAM) profession is the ‘credit-for-seat-time’ model (Darling-Hammond & McLaughlin,1995), which includes one-off, face-to-face training workshops; informal meetings, and formally organised product information seminars. Glazer and Hannafin (2006) argue that while this type of program does benefit an individual’s professional repertoire, they offer mounting research to suggest that this CPD provision is an inadequate model for influencing a professional community’s collective understanding (Armour & Yelling, 2007; Bell & Morris, 2009; Glazer & Hannafin, 2006). Further, there is little presenting evidence to suggest that these isolated learning experiences will improve professional practice, particularly when members do not have a means to share and engage others in a collegial environment (Glazer & Hannafin, 2006). Peeke (2000) notes from a report by the National Advisory Group for Continuing Education and Lifelong Learning of Teachers (DfEE, 1999) that CPD is ‘unnecessary, unappealing or unavailable’ (p.4) and most programs fail to live up to the expectations and requirements necessary for effective professional development (Keller, Bonk & Hew, 2005). One assumption is that a transference of similar opinion occurs within the CAM profession and CPD is seen only as a yearly hurdle requirement for professional association membership renewal. This broad and simplistic view of CPD, fails to encompass the eco-social trends (Lemke, 1997) in digital information systems and emergent trends in professional

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development pedagogy. In light of this, it is necessary to reposition this definition to encompass a twenty-first century perspective, that is inclusive of formal, informal and non-formal learning programs, offered in online and face-to-face environments (Gray, 2004), using current Web 2.0 based technologies. A cultural shift within the CAM profession is needed to reposition CPD as a necessary, appealing and available method for knowledge acquisition, professional practice development and community building enterprise. As professional development is best situated in practice (Foulger, 2005; Galzer & Hannafin, 2006; Bell & Morris, 2009; Mackey & Evans, 2011; Pella, 2011), the ‘growth in practice’ model, as suggested by Armour & Yelling (2004, p. 107), outlines CPD programs that are cognizant to the needs of professionals wanting to improve practice in a socially mediated, collaborative learning environment (Parker et al, 2010). This model, when situated within a Community of Professional Practice (CoPP) (Blanton & Stylianou, 2009), supports the development of a professional discourse within a domain of shared interest and common practice (Wenger, McDermott & Snyder, 2002). For the purpose of this paper, this CPD program will be referred to as CAMpdOnline and attempts to situate CPD in an online environment where professionals have the opportunity to discuss and think about new practices and experiences; develop new roles and identities; create new structures and collectively, through engagement, participation and reciprocal interactions (Glazer & Hannafin, 2006) form a new culture of enquiry (Foulger, 2005). This CoPP aims to provide opportunities for professionals to critically reflect on their practices (Singer et al, 2011), construct theories and develop new policy (Haythornthwaite et al, 2007), at the same time build strong individual and community identities within the CAM heath care sector. It will consolidate the workings of a number of online learning models and encourage interaction as a collective experience between peers who rely on the expertise of others to adopt new and innovative practices (Boyde, 1992). This model will support a professional pedagogy where participants are empowered to teach, learn and mentor one another, model instructional strategies, obtain feedback and offer suggestions to improve instruction and derive a shared understanding of meaning and purpose within the community. Having a common goal of initiating change in practice and policy, support and growth become a shared responsibility as the necessity to distribute this knowledge throughout the community is of significant importance (Glazer and Hannafin, 2006). By interweaving the fundamentals of Preston’s Braided Learning (2002), the CPD model of this online community will govern the professional discourse


between identity, practice and policy within the CAM heath care sector. While the focus of this paper is on text-based communication practices, the interactions occurring within the CoPP are inclusive of all forms of communication between individuals across diverse Communities of Interest (CoI)1 and other intersecting Communities of Practice (CoP)2. The need to establish standards and qualifications for CPD is both paramount and timely, as the CAM profession currently negotiates its professional registration framework (www.NHAA.org.au).

The goal of CAMpdOnline is to provide effective online professional development in a Community of Professional Practice, where members are responsible for the joint development of artifacts that contribute to practice and policy change. These informal learning networks will attempt to reposition CPD as a viable and sustainable means of establishing a community-centric standard for professional development. It aims to be reflective of emergent pedagogies in practitioner practice and the digital culture of our current eco-social world. Setting the foundations in a Community of Professional Practice The starting point for this discussion begins with Lave and Wenger’s seminal work on Communities of Practice (1998). Numerous researchers have adopted the Community of Practice lens to examine the validity and viability of discipline-specific professional development models and the situated nature of learning that occurs within them (see in service teacher education - Korthangen, 2010; Singer et al, 2011; Holmes, Signer & MacLeod, 2010; Skinner, 2010; music education - Salavuo, 2008; physical education - Armour &Yelling, 2007; IT – Keller, Bonk & Hew 2005). The work of Blanton & Stylianou (2009), postulated the need for Communities of Practice to develop a professional language to mediate thinking about practice, and argued for the development of a specific discourse for ‘the creation of a professional practice identity’ (p.89). The idea of a Community of Professional Practice therefore, suggests an expansion on the CoP model and will be used throughout this paper as an extension of Wenger’s (1998)

1 A Community of Interest is noted as a group of people concerned with the collection and exchange of information about a particular subject area or practice (Renner, 2001). In this case, CoI would constitute the groups of subject matter experts, some of which may have a role to play in braiding artifacts and discourse creation. 2 A Community of Practice as outlined by Wenger (1998) is a community of likeminded others who regularly share, interact and learn with each other through situated experiences, in informal ways. The outcome of these interactions is to expand the collective understanding of a particular subject or area of expertise.


original work. The general underpinning themes and doctrines used to explain CoPs will be expanded upon within a CoPP model as it makes provision and guides the development of the CAMpdOnline Community of Professional Practice. As a nucleus of learning (Preston, 2002), a CoP is grounded in the anthropological perspective of how adults learn through meaning, practice, identity and community in everyday social practices (Wenger, 1998). A CoP can be defined as a self-organising, informal learning space (Gray, 2004), made up of ‘a group of people who interact, learn together, build relationships and in the process, develop a sense of belonging and mutual commitment’ (Wenger, McDermott & Snyder, 2002, p. 34). In an attempt to differentiate a CoP from other types of communities, Wenger (1998) identifies three critical elements - domain, community and practice. These fundamentals will be explored more deeply to help position and understand the notion of a CoPP. Domain - the motivation to find meaning and purpose A CoPP requires a clearly defined domain of knowledge. This domain creates the common ground from which the community establishes language for identity, purpose and meaning (Wenger, McDermott & Snyder, 2002). It houses inspiration, motivation and guides learning, giving authority to the actions and interactions between its member affiliate. It sets out what knowledge the community will steward and based on identity, the commitment responsibility of each participating member. As Wenger (1998) states, ‘ ...we come together not only to engage in pursuing some enterprise, but also to figure out how engagement fits into the broader scheme of things’ (p. 162). Meaning and purpose within a CoPP are central to identity formation (Foulger, 2005). One of the characteristics of a CoPP is it provides members with a medium for creating identity (Gray, 2004). Meaning is best expressed through the telling, retelling and sharing of stories (Barab & Duffy, 2000), negotiated through reciprocal textual exchanges (Glazer & Hannafin 2006). Without a clearly defined purpose, it is difficult to motivate mutual engagement between members, as the negotiation of meaning can be lost to the difficulties experienced in online information transmission and acquisition (Wenger, 1998). Foulger notes that ‘Meaning can only be negotiated through the use of imagination’ (2005, p. 4), and argues that educational CoPs should be considerate of the Orientation, Reflection and Exploration of educational imagination in assisting the process of newcomer enculturation and mutual community engagement. Initially, newcomers or novices to a community are seen to be lurking around the


periphery, usually hesitant to participate or make contact, instead satisfied with reading and learning from the posted contributions of others. This ‘legitimate peripheral participation’ as noted by Lave and Wenger (1991), is seen as the first stage of enculturation into a CoPP (Korthangen, 2010). Through active participation, novices advance towards a central and more independent level of participation that Skinner (2010) argues is required for professional practice development. As the novice experiences the naturally occurring phenomena of central migration, they learn to function or become ‘enculturated into the community’s practice, language, viewpoints and behaviors’ (Gray, 2004, p. 25). Haythronthwaite’s (2007) Latent Tie theory is an alternative position from which to view the process of community enculturation. Latent Tie theory suggests that newcomers inherently have ‘nonexistent ties’ and are transformed into ‘latent ties’ [ties that are technically possible but not yet socially activated] by the domain of the CoPP. Once transformed, technology or practice3

enables individuals, identified now as having ‘weak ties’ [visibility and awareness of individuals within the community] the opportunity to engage with other members of the community. As the practice of active participation unfolds, an individuals’ identity is strengthened, and weakly bound ties strengthen through a process of ‘relational multiplicity’ and ‘media multiplexity’ [multiple interactions using different forms and types of communication tools] (Haythornthwaite & Wellman, 1998). ‘Strong ties’ therefore, reflect both personal and professional identity and are important motivators for generating participation within and between communities (Mackey & Evans, 2011; Lea & Stierer, 2009). Motivation is an important part of a CoPP as an individual’s motivational beliefs are seen as inseparable from the social context in which they are situated (Beltman, 2009). Motivation refers to an individual’s engagement, participation and persistence in a particular activity (Beltman, 2005), and is linked to the process of identity development, tie formation and connection to communal goals (Salavuo, 2008). Two underpinning theories of motivation - expectant value theory (Watt, Richardson & Tysvaer, 2007) and goal theory (Urdan, 2004) position motivation from both internal and external points of view. As an internal gestalt, expectant value theory of motivation is of particular importance for continuing professional learning, as it suggests motivation to participate is based on the expectation that successful integration of new learning will bring positive effects in practice. Goal theory explores the intrinsic motivation to contribute to socially constructed goals outlined within the domain of shared interest. The

3 The third element of Wenger's CoP model. It represents the discourse, artifacts and interconnected relationships of the community and models the way information is shared using Web 2.0 technologies.


motivations to participate within a CoPP are numerous. Short term motivators may include a sense of professional obligation; creating opportunities to learn new skills and practices; a means to build professional identity and develop socio-professional networks of learning; a mechanism to reduce isolation in practice and geographical location. The effects of adding value to the knowledge economy, staying connected to and asynchronously learning from a networked community, were long term motivational factors noted by Gray (2004). When mediated by reciprocal textual interactions, language, meaning and purpose strengthen the identity of the community as a whole and clarify the domain of shared interest that a CoPP sets out to establish. Community - The whole is greater than the sum of its parts The notion of community is representative of the social nature of learning and builds on Collaborative and Social Constructivist theories (Kirk and McDonald, 1998). Early observations of collaborative learning (Lindeman, 1926 in Stork & Newman, 2004) emphasized the importance of small groups engaging in discussion, responding to situations and reflecting on experiences both positive and negative (Parker et al, 2010). As knowledge, skills and strategies are socially negotiated among members, trust and mutual respect is built within an individual’s sphere of influence (Parker et al, 2010). Huang et al (2010) state that when socially negotiated exchanges are focused to improve professional practice, as is proposed with CAMpdOnline, community and knowledge become inseparable or as Kirk and MacDonald (1998) state learning is ‘a social participation between knowledge and the situation from which it is acquired (p. 377). These collaborative communities recognise the human element of resource and artifact creation, acknowledging that learning is distributed within networked communities (Huang et al, 2010). The relationship between identity formation, community, and knowledge sharing, as argued by Stoyanova & Kommers (2002), states that distributed cognition [a extension of one’s internal cognition into the environment], ‘is a critical relationship to establish and is necessary for professional learning, practice development and community growth to occur’ (p. 112). Kou & Young (2008) point out that this ‘dynamic interaction’ that occurs, is the mechanism by which community is strengthened, identity established and knowledge is shared between individuals, Communities of Interest and other dissecting CoP. From a social constructivist perspective, learning as a social construct situates it within


collaborative working environments (Foulger, 2005). Lave and Wenger (1991) state that participation within a community is based on ‘situated negotiation and renegotiation of meaning in the world’ (p.51). As members develop Personal Learning Networks (PLN) or as Hodkinson and Hodkinson (2005) describe, ‘expansive learning environments’ (p. 125) and engage in authentic interactions with others, knowledge is jointly constructed and built on the experiences, interactions and contributions from networked members (Haythornthwaite et al, 2007). A PLN has both pedagogical and collaborative appeal for online CPD models. They promote learner centredness, give greater control and ownership to the direction of learning and contribution to the community; provide greater possibilities for on-demand learning to take place, and support collaborative activities (Salavuo, 2008) and joint construction of contextualised knowledge (Parker et al, 2010). By adopting a social constructivist pedagogy for online CPD, CAMpdOnline will enable practitioners to create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues (Mackey & Evans, 2011), building a sustainable framework for professional development within the CoPP. Practice - Agency using Web 2.0 technologies Practice can be described as a ‘set of frameworks, common approaches, tools; discourse records, created artifacts and set standards that represent the specific knowledge the community shares and maintains’ (Wenger, McDermott & Snyder, 2002 p. 38). Practice evolves as the community matures and becomes an integral part of the reflective perspective of the community’s domain. The practice methodologies within a CoPP are established by a balanced interplay of documentation production and the joint activities members engage in to create these documents (Wenger, McDermott & Snyder, 2002). In order for a community to develop practice, sustained interactions amongst members are essential. Building on from the social constructivist perspective of collaborative learning, Connectivist theorists argue that the way an individual orchestrates their engagement within online environments is as important as the practices they engage in (Mackey & Evans, 2011). Web 2.0 technologies have significantly transformed practice within online learning communities by providing the agency to facilitate interaction and participation. It has been noted that Web 2.0 technologies have not only accelerated the


development of diverse communities and promoted socialisation on the internet (Huang et al, 2009) but also changed the way we access information. These changes have accordingly improved the access, equity and quality of professional development opportunities online (Mackey & Evans, 2010), and as a consequence, more individuals are looking at using online learning as a suitable option for CPD (Holmes, Singer and Macleod, 2010). Web 2.0 has fundamentally changed the online experience from a ‘read only’ to a ‘read/write’ media (Seimens, 2006) and has enabled informal learning communities to prosper. One of the key elements of the informal learning environment is the capacity for reflection and discussion (Bolt, 2008) and this is a central theme of the CAMpdOnline model. As networked learning increasingly uses digital technologies to foster collaborative knowledge (Mackey & Evans, 2011), the connectivist eco-social nature of PLN’s support the socio-cultural changes proposed in this professional development program. As practice within online CPD programs are connectivist in nature (Mackey & Evans, 2011), researches (DeSouza & Preece, 2004; Salavuo, 2006; Salavuo, 2008) note that relationships between members are horizontal, reciprocal and more democratic in nature, which encourage shifts from information acquisition to knowledge building and sharing (Mizirow, 1991; Bereiter, 2002). This new and emerging CPD epistemology is supported by well established methods of progressive, socially driven online learning models (Anderson, 2004). Social Network theory (SNt), (Higgins et al, 2001) can be used to understand this connectivist nature of learning. Huang et al (2010) state that a social network can be described by its nodes and edges - nodes being individuals, organizations or professional associations and edges (as understood by Haythornthwaite’s latent tie theory) are where connections to nodes are made. As stated earlier, Web 2.0 technologies become a key facilitator in this strengthening process as they promote collaborative and cooperative connections, forming long lasting social relations (Hanraets, Hulsebosch & de Laat, 2011). As a tie is strengthened by authentic interaction, particular importance should be placed on the enculturation process of newcomers forging these connections for new knowledge (Levin & Cross, 2004). As process is mediated by the community’s practice, this has a significant impact on identity formation. Effective and productive use of social media and Web 2.0 technology for network creation, and collaborative, connectivist and constructivist activities, is a key tenant of the CAMpdOnline model. Community engaging communities


In this ‘connected age’ (Zelenka, 2007), it is important that CAMpdOnline extends into the wider community. Wenger’s idea of Multi-membership of Communities (Wenger, 1998) suggests and places particular importance on dual membership to professional and online communities to ‘boundary span’ (Mackey & Evans, 2011, p. 6) the potentials that exist between intersecting Communities of Practice and other Communities of Interest. Realising these potentials or connections include brokering artifacts between members; between communities; or by the actions and interactions between members as they participate in artifact creation (Wenger, 1998). The use of text based artifacts to identify and define community, domain and practice is a critical aspect of the CAMpdOnline model. Writing as a mode of communication A study by Lea & Stierer (2009) viewed the practice of everyday writing as a means of developing identity and professional practice. They concluded that by using structured language, writing supported the creation of discourse communities. The authors state that textual artifacts were central to the ‘discoursal construction of identity’ (p.420) and served as a means to constitute and express identity (Lea & Stierer, 2000). Tying back to domain and community, writing as a situated practice, enables the development of discourse communities to establish within the CoPP. The CoPP will encourage joint construction of contextualised practice knowledge through online conversations and writing (Parker et al, 2010). As CAMpdOnline is aimed at situating the process of professional development within the activity, context and culture in which it would normally occur (Lave, 1988; Lave & Wenger, 1991), the textual writing practices and subsequent artifacts produced, will vary depending on the context, purpose, and audience (Lea & Stierer, 2009) for which they are intended. These writings or ‘braids’ as Preston (Haythornthwaite et al, 2007) defines, demonstrate evidence of meta-learning within the CoPP. Using the above identifiers to define a CoPP, it has been noted that domain, community and practice are intimately woven and when viewed from a CPD perspective, learning is seen to be ‘situated’ within each of these elements simultaneously. Situated Learning theory (SLT), first postulated by Lave and Wenger (1991) attracted considerable attention in the field of workplace learning and through expanding perspectives in professional pedagogy, has influenced and changed the process of professional development in several educational fields (Korthagen, 2010). As this paper seeks to reposition the current practitioner development program within


the Complementary medicine community, it will be important to understand the relationship that SLT has to acquiring knowledge online and the cognitive significance of creating textual artifacts within a professional community environment. Situated Learning in a Community of Professional Practice Effective models of learning and cognition for online CPD programs are identified as being situated, social and distributed in nature (Putman and Borko, 2000; Borko, 2004; Keller, Bonk & Hew, 2005). By understanding these three conceptual themes, the complexities of SLT as applied to CPD within a CoPP can be explored. What is congruent amongst researchers about situated learning is that it is grounded in the context in which it occurs (Lave and Wenger, 1991; Barab & Plucker, 2002; Parker et al, 2010; Pella, 2011; Mackey & Evans, 2011). There is evidence to suggest that CPD is more efficient when situated in practice (Smith, 2001; Bell & Morris, 2001; Fenwick, 2001). As explained by Borko (2004), the term situative, when applied to learning, refers to ‘changes in participation in socially organised activities and individuals’ use of knowledge as an aspect of their participation in social practices’ (p.5, emphasis added). Knowing and learning therefore, occur as a function of activity, context and culture (Bell & Morris, 2009), where communities of practitioners converge in and around authentic practice of knowledge sharing (Fenwick, 2001) and joint construction of written artifacts (Parker et al, 2010). According to Parker et al, (2010) socially organised CPD activities within a situated learning model are particularly effective as participants are ‘collaboratively working in a collegial learning environment to inquire and reflect on professional practice’ (Witcom, Borko & Liston, 2009). Pella (2011) concurs, and states the nature of situated learning is focused on the interactions in and across particular social and physical (or virtual) contexts, or as Lave and Wenger (1991) originally postulated, by participation within a Community of Practice. When viewed through a SNT lens, learning is not characterised exclusively in terms of knowledge acquisition or measurable outcomes, but on the nature and quality of the interactions between community members. The argument that Pella (2011) puts forth, places significant importance on the communal ties formed and learning is seen as a natural byproduct of the social interactions that take place through engagement and authentic interaction (Keller, Bonk & Hew, 2005).


The value of SLT within a CoPP is that it enables knowledge to be distributed to all members equally. Expanding on the earlier notion of distributed cognition and identity formation, Pea (1993) notes the distinction between the social and material dimensions of distributed cognition and states that the tools used to share knowledge [material dimension], in this case Web 2.0 technologies, carry an innate intelligence as they guide, augment and structure the social activities [social distribution] of the community. It could be argued here that technology adds value to the learning environment (Haythornthwaite et al, 2007), reducing the cognitive load necessary for artifact creation and contributing to the collaborative capacity of the community (Keller, Bonk & Hew, 2005). As community and knowledge are inseparable, the situated nature of learning in a CoPP enables members to easily share knowledge, experiences and insights (Huang et al, 2010, Nickols, 2003), as it develops a set of resources and solutions for a variety of problems and issues regarding professional practice (Parker et al, 2010). Through reciprocal interactions, professionals become empowered by teaching, learning from and supporting each other during their professional working day. As the learning is situated within the context that it is needed, it stimulates opportunities for professional learning online and overcomes the developmental barriers found in traditional CPD models (Glazer & Hannafin, 2006). Other learning theorists have built on and expanded SLT (see Brown, Collins & Duguid, 1989 - Cognitive Apprenticeship Model; Glazer & Hannafin, 2006 - Collaborative Apprenticeship Model; Haythornthwaite et al, 2007 - Learner-Leader Model, Community Embedded Learning, Braided Learning Theory), but the ideas and central themes to effective online learning and professional development remain constant - learning is a socially constructed, collaborative and cognitive experience, occurring in and amongst connected networks of people, communities and environments, engaging in authentic, reciprocal and cyclic interactions. As CAMpdOnline positions itself to renegotiate professional development standards within the complementary medicine community, the emerging theory of Braided Learning, as proposed by Preston (1999; 2002, Preston & Cuthell, 2007), is a theory of learning practice that most significantly addresses the way in which knowledge can be jointly constructed using online texts or ‘braids’, created by and for other members of a CoPP. It will be reviewed briefly here and placed in context within the proposed CAMpdOnline model. Braided Learning Theory applied to Continuing Professional Development


Braided Learning theory (BLT) emerged from the online observations of a fellowship of educators, researchers, policy makers and ICT developers interested in expanding teacher education using digital technologies (Preston & Cuthell, 2007). The theory is woven around a three-dimensional process of participation, learning and practice as learners engage in text-based ‘braiding’ of opinions, ideas and points of view (Preston, 1999). The beginnings of this observational research by Preston (2002) revealed a unique perspective into the way professionals learn within online environments. When viewed through a socio-cultural context, BLT provides a useful perspective to understand how knowledge building occurs in professional life and what elements are necessary to facilitate and support professional growth within an online professional community. As a model for CPD, Braided Learning holds great promise. Already established within a CoP, the model has developed over the past 10 years to form a community that is one of the most highly regarded influencers in the use of digital technologies to enhance learning and for teacher education in the UK and Internationally (www.MirandaNet.ac.uk), having over 700 members across 50 countries. Braided Learning Beginning with Vygotsky’s notion of learning through social development (1962) and expanding Wenger’s work on Communities of Practice (1992), Preston’s theory of Braided Learning (2002) is grounded in Salmon’s seminal five-stage model for online learning (Salmon, 2000). It offers a model for continuous professional development that differs from the decontexualised programs traditionally undertaken by individual practitioners. It is inclusive of collaborative and constructivist approaches to learning and knowledge creation, and is characterised by situative participation and engagement in shared, connected activities - as Preston & Cuthell (2007) state ‘...the constructs of the individual are integrated with the constructs of the group’ (p. 79). The three stages identified by Preston - Creation of braided texts; Construction of braided artifacts and the Influence of artifacts on Policy and Practice, highlight multi-authorship in collaborative learning environments as a necessary part of professional discourse development. Each of these stages will be viewed through the CPD model lens in an attempt to define and structure the domain, community and practice of situated learning in this Community of Professional Practice.


Braiding Texts The appearance of subject relevant braids or debates, posted by any member of the community, initiates a process of digital exchange (Preston, 2002). The active participation in a collaborative weaving of comments, thoughts, ideas or opinions enables the collective wisdom of the community to coalesce within and throughout the discussion. This dynamic process facilitates newcomer enculturation through observation and engagement, as participation in this jointly owned text is role-modeled by more experienced members (Blanton & Stylianou, 2009). This online closed publication begins to braid together individual approaches that would otherwise not be recognised or acknowledge by official publications or reports, and as such, a discourse develops which is understood collectively by the community. The situated nature of this style of learning is based on a collaborative epistemology. There is evidence of learning when braids demonstrate new knowledge, or a change in opinion occurs as a result of the online discussion taking place (Preston, 2007). According to Preston (Haythornthwaite et al, 2007), the ‘posting of learning’ (p. 15) is of significant importance for it represents changes in the domain and practice of the community. Preston (2002) notes that effective braiding is dependent on the clearly defined role of braider/facilitator/moderator or leader, who helps shape the direction, flow and momentum of the braiding process. Numerous authors support this position (Gray, 2004; Glazer & Hannafin, 2006; Beltman, 2009; Hanraets, Hulsebosch & de Laat, 2011) and state this role is pivotal to not only guide and assist the construction of new knowledge, but assist with technological support; maintain group processes; nurture social aspects of the community and above all, facilitate learning by weaving and nudging the discussions into deeper cognitive realms (Gray, 2004). Courses in ‘cognitive coaching’ (Costa & Garmston, 2006, as cited in Beltman, 2009) and leadership training (Elliott, 2011) are seen as essential elements of this CPD model as they provide insight into learning gestalts, which enable facilitators to enrich group discussions and effectively guide the braids towards artifact creation. Braiding Artifacts Associated with Salmon’s fifth stage of online learning [development of meta-thinking and application of knowledge] (Salmon, 2000), the notion of braiding artifacts represents the reinterpretation of braided texts into artifacts, documents or summaries (Preston, 2002). Using online repositories and newsfeeds, these artifacts can be used as a means to convey information and knowledge to the CoPP. Further, depending on


the context, purpose or audience, the artifacts can be developed for publication to other Communities of Interest and intersecting Communities of Practice. This process of knowledge documentation and distribution enforces the community’s professional identity and the braided artifacts allow the knowledge contained and created within the CoPP to be distributed throughout the community’s diverse personal learning networks. Making this repository available to all members, also strengthens domain and practice as newcomers not only have a means by which to determine the quality of the professional discourse but it provides textual examples of the meta-learning that has taken place from an individual and community perspective. The meta-learning expressed within the artifacts, fortifies the identity of the community as it establishes a position of authority, necessary for policy and practice development. Exploring artifacts to influence policy and practice One of the stand-alone features that differentiate Braided Learning from other learning theories is its end focus is to transform and create new spheres of policy and practice (Preston, 2002). Extending beyond the development of professional discourse and the creation of artifacts that display meta-thinking, the braiding process seeks to collaboratively construct new perspectives in thinking, practice and knowledge that have immediate and long lasting effects on the community’s identity. Supported by the permanence of the online archival artifacts, the community’s authority is extended geographically by the social nature of Web 2.0 technologies, influencing policy and practice at a local, national and international level. (Preston, 2002). As part of the process, Preston (2002) notions that ‘collaborative theorising’ (p. 15) is the means by which the collective creation of new thought forms are established. Extending beyond the influence on individual practice, collaborative theorisation involves establishing working groups to explore and develop the braided texts and artifacts in more detail, by providing the necessary academic and financial support to members who wish to explore the subject further. She suggests this process be blended in nature, both online and face-to-face collaborative events acting as equally important components in the creative process. This ‘blended braiding’ is essential to cement identity, build trust and develop the collaborative spirit of the community. Preston believes that it is in this final stage of braiding where members become active professionals and ‘take charge of their professional destiny’ (p.15). By adopting this textual framework, the CAMpdOnline model promotes visual identity within the community’s knowledge ecology as the braided texts are continually refined into artifacts of communal thought. Through distributed knowledge sharing there is increased capacity to change practice and further develop policy.


This discussion concludes with Preston’s summary on Braided Learning theory. She states ‘Braided Learning provides a new way of learning that builds on the affordances of digital technology to effect and support a learning community of practice that can engage in the highest level of collaborative thinking, developing theory and policy’ (Haythornthwaite et al, 2007, p.15). Concluding remarks: This literature review acknowledges that effective professional development is essential for all working professionals and the context in which learning takes place is critical to the ways it informs practice and develops community identity. The CAMpdOnline model of professional development is built upon a blending of the seminal work of Wenger’s Community of Practice and Preston’s Braided Learning theory and argues that establishing a Community of Professional Practice discourse through braiding written text is critical to the domain, practice and community of the CAM health care sector CPD program. The situated nature of learning within in this model, positions it in a way that facilitates collaborative, constructivist and connectivist approaches to learning and CPD in an online environment. It is reflective of the current eco-social trends of using digital technologies to create and author artifacts which provides the necessary situation and motivation for others to engage in the active participation of jointly constructing new policy and practice. The shift required to transform CPD towards a more eco-social epistemology will be as much culturally based as it is technologically driven, and by establishing a Community of Professional Practice endorsed and supported by the professional bodies that govern and dictate the terms of professional registration, will be part of this renegotiation. Methodologies for tracking the trajectory of peripheral participants as they move to the central core of the community will provide insights into the sustainability and capability of an online CPD model (Stein et al, 1998) and by clearly outlining goals, values and practices, transparency will be assured. Important for its success, the CoPP must embrace change; focus its activities towards newcomer enculturation and generate discussions that are relevant and pertinent to the community of CAM practitioners. The following is a CoPP adaption of Blanton and Stylianou’s (2009, p. 84) work on facilitating professional learning in a CoP.


1. Develop a culture of discipline specific professional development. Identity formation and professional discourse is key to developing community and fostering a culture of learning. Active participation within the CoPP and other intersecting CoI will hybridize imagination with expertise and generate the potentials necessary for boundary spanning new forms of thought. By intersecting these PLN, informal, formal and non-formal learning approaches will be acknowledge as a legitimate source of information.

2. The need to develop Old-Timers and Newcomers - Enculturation into the socio-cultural practices of the community is a critical aspect of this model. This essential dynamic must be supported both culturally and technologically and clearly established identities, roles and responsibilities are important within the context of this learning space. Questions for consideration include: Where is the boundary? How are members identified? What delineates a Newcomer from an Old-Timer and what about the space-time in-between? What impact does this have on identity?

3. The need for Practitioners to co-ordinate Professional Development - Socio-professional identity may have a significant influence on the quality and direction of the discussion. While the importance of a facilitator has already been established, it is necessary to point out that leaders may not necessarily be recognised as subject matter experts and their role should focus on facilitation and process rather than expertise and guidance. The model supports collegiality and the formation of healthy peer relationships between members. Communal ties strengthened through interaction and extrinsic motivators should be encouraged and supported as part of the community identity.

4. Challenging the ‘Culture of Service’ - Linking back to domain, practice and community, the motivation to participate and share knowledge is determined by the transparency of communal and individual goals. Wenger, McDermott & Snyder (2002) state the need for members to have an active role in shaping the direction and domain of the community is necessary to initiate collaborative exchange. By fostering a sense of communal and individual ownership over the shared artifacts, member’s willingness to engage will stem from intrinsic motivational factors to establish identity and build upon the knowledge ecology of the community.

5. The Need for a Language to Mediate Thinking about Practice- Using written texts to establish a professional discourse about practice will develop congruency and model approaches to meta-learning and policy


development. The archival record of the braided texts and artifacts provides a valuable resource for newcomers to understand the process of engagement and language development. Language shaped by political, economic, cultural and ideological factors (Korthangen, 2010), facilitates enculturation and attempts to mediate the practice shock phenomenon.

Salavou (2008) states there is a lot to learn from the way in which learning and creative activities take place in an informal, ‘on-demand-based’ online environment. With growing research in the area of online professional development within the education system, there is limited research on the influence informal learning has on professional development within the CAM health care sector. The successful implementation of CAMpdOnline will provide an opportunity to research this CPD epistemology further and investigate what, if any changes are experienced by professionals in other fields of practice.


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Situating Braided Learning Theory Into a Community of Professional Practice