Creating responsive on-line Communities of Practice expedited through Covid; re-aligning the creative landscape for showcases

Abstract

CoPs are situated within the broader context of landscapes of practice and specifically in this context within the creative landscape, where divergent CoPs
may collaborate extending their own practice (Wenger-Trayner et al, 2014). Individual courses created their own CoPs, and these were situated within a broader creative landscape (Pryko et al, 2019), comprised of courses within the two schools.

The university swiftly implemented alternative learning and teaching methodologies, creating online interactive experiences. New pedagogies were implemented for studio practice-based disciplines; culminating in a digital showcase. Interpretations of CoPs differ from face to face to online, synchronous to asynchronous; their analysis needed to be nuanced (Baran et al. 2010).

The courses adapted collaboratively in order to think together if these new communities were to be successful (Pryko et al, 2016; Sadiq, 2021). A retroethnographic study reviewed the experiences and their impact on the digital showcase. The focus groups and semi-structured questionnaires created themes relating to participants’ experiences and the success of the digital showcases, specifically highlighting that physical and hybrid events (Marshall et al. 2015) were favoured