1.
Mahara and Collaboration: Building
communities of practice.
Sue Smorti and Gwen Davitt
Te Rito Maioha Early Childhood New Zealand

2.
Community of Practice: Community of
Learners
Carr (2004, p.19), suggests that participation in a learning
community involves:
• Developing theories
• Solving problems
• Finding out
• Expressing ideas and thoughts so that others can
contemplate them too
• Caring for others
• Getting community work done.
Carr, M. (2004). Assessment in early childhood education. Wellington: Te Tari
Puna Ora o Aotearoa/NZ Childcare Association.

3.
Context: Leading pedagogical change
Postgraduate Diploma of Leadership (ECE)
• Developing an identity as a pedagogical leader
• Leading curriculum change within a community of learners
(CoL)
• Gaining pedagogical learning and knowledge
• Gaining technological skills – utilising Mahara as a
collaborative, learning and teaching tool
• Building critical knowledge and understanding of theory
through teaching others/dissemination
• Working collaboratively as a CoL

4.
Group Task
Students were asked to:
1. Develop a poster on a page in Mahara collectively;
2. Present the poster to a group of ECE leaders outside of the
course; and
3. Reflect on the process of working as a group.
The process also included creating a page of supporting
documentation that showed evidence of the group process
(group agreements, task allocation, conflict resolution
procedure, minutes of meetings and key communication).

5.
Mahara Tools
• Forums
• Group membership – lecturer assigned to each group
• Comments
• Collection for copying
• Templates
• File Sharing
• Freedom to add/delete pages

6.
Additional IT support
• Downloaded templates at block course
• Face-to-Face... Lecturers assisted individual groups at block
course – editing, deletion of pages
• Adobe connect video conferencing
• Visual guides
• Learning from each other - sharing IT skills

7.
Setting up collaborative groups:
Group process (speed dating)
To:
• Gain a deeper understanding of content
• Opportunties to develop and/or strengthen interpersonal skills
• Supportive process working together for a shared outcome
• Acknowledging collaboration of skills and knowledge
• Learning to be an active group member
• Theoretically sound
• Conceptually/visually strong
• IT savvy

8.
Example of documenting our Community
of Practice – BCC group

9.
Example of documenting our Community
of Practice – BCC group (cont)

10.
Example of documenting our Community
of Practice – BCC group (cont)

11.
Example of documenting our Community of Practice
– C.O.P. group

12.
C O M M U N I T I E S O F
P R A C T I C E
“Groups of people who share a concern or a passion for
something they do and learn how to do it better as they
interact regularly” (Wenger & Wenger-Trayner, 2015, p. 1).
Community
A mutual
engagement
HOW COMMUNITIES OF PRACTICES SUCCEED
o Strong foundations are formed
o Shared and ongoing learning
o Commitment and participation
o Members are able to work through conflict for better
outcomes
GROUP MEMBERSHIP
o Core members
o Peripheral members
o Distributed leadership from
within
o Fosters pedagogical change
BOUNDARIES
o Define your
community of
practice.
o Boundaries overlap to
allow for shared
learning over multiple
communities.
KEY ELEMENTS
CHALLENGES
o Group size
o Consistency of core members
o Conflict in interests/practice
o Maintaining fluidness
Practice
A shared
repertoire
Domain
A joint
enterprise

13.
References:
Buysee, V., Sparkman, K., & Wesley, P. (2003). Communities of practice: Connecting what we know with what we do. Council for
exceptional children, 69(3), 263-277.
Carter, M. (2009). Communities of practice for professional development Exchange Magazine, Nov/Dec. Retrieved from
http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/Communities+of+Practice+for+PD.pdf
Clarkin-Phillips, J. (2011). Distributed leadership: Growing strong communities of practice in early childhood centres. Journal of Educational
Leadership, Policy and Practice, 26(2), 14-25.
Guldberg, K., & Macknesst, J. (2009) Foundations of communities of practice: Enablers and barriers to participation. Journal of Computer
Assisted Learning, 25, 528-538
Jho, H., Hong, O., & Song, J. (2016). An analysis of STEM/STEAM teacher education in Korea with a case study of two schools from a
community of practice perspective. Eurasia J. Math. Sci. Tech. Ed, 12(7), 1843-1862.
Priest, K., King, S., Nangala, I., Brown, W. N., & Nangala, M. (2008). Warrki Jarrinjaku 'working together everyone and listening': Growing
together as leaders for Aboriginal children in remote central Australia. European Early Childhood Education Research Journal,
16(1), 117-130. Retrieved from doi:10.1080/13502930801897186
Seaman, M. (2008). Birds of a feather? Communities of practice and knowledge communities. Curriculum and Teaching Dialogue, 10(1/2),
269-279.
Smith, M. K. (n.d.). Jean Lave, Etienne Wenger and communities of practice. Retrieved from
http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/
Thornton, K. (2010). The nature of distributed leadership and its development in online environments. In Leadership in the digital enterprise:
Issues and challenges (pp. 1-14). Hershey, PA: IGI Global.
Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012). Leadership: Contexts and complexities in early
childhood education. Victoria, Australia: Oxford University Press.
Wenger, E. (2000). Communities of practice and social learning systems. Retrieved from http://org.sagepub.com/cgi/content/abstract/7/2/225
Wenger, E., & Wenger-Trayner, B. (2015). Communities of practice a brief introduction. Retrieved October 23, 2016, from
http://wenger-trayner.com/wp-content/uploads/2015/04/07-Brief-introduction-to-communities-of-practice.pdfs

14.
• All cultures need to be equally valued and respected (Priest et al., 2008)
• A distributed leadership model crosses both social and cultural boundaries (Priest
et al., 2008)
• Cultural identity is valued when leadership, power and responsibility are shared
amongst communities, families, children and staff (Priest et al., 2008; Singh, Han &
Woodrow, 2012)
Utilization of strengths
Being inclusive and culturally respectful
• Not delegation, should be shared amongst individuals and not the role of a single
person (Menon, 2013)
• Many leadership roles within the organization working simultaneously
(Heikka & Hujala, 2013)
• Multiple people to take on leadership responsibilities (Heikka & Hujala, 2013)
• Distributed leadership operates effectively in a setting where there is a climate of
collaboration within the team (McGuinness, 2009)
• Everybody’s input is valued and respected in working towards a shared vision
• Multiple leaders working collaboratively who share the leadership roles within the
organisation (Harris & Spillane, 2008)
• Distributed leadership creates opportunities for individuals to grow their capacity
and feel empowered (Scrivens et al., 2006)
• Encouraging educators to be involved in decision making will empower them to take
on leadership roles within the organisation (O’Gorman & Hard, 2013)
• Fostering a trusting environment where every individuals’ input is valued and
respected is crucial when working in a distributed leadership model (Heikka &
Hujala, 2013)
• A positional leader needs to trust the ability of the individual team members to
successfully execute their leadership role within a distributed leadership model (Van
Schaijik, 2015)
• Professional learning sessions provide an avenue for educators to work
collaboratively to increase and enhance their content knowledge (O’Gorman & Hard,
2013)
• Through professional development, educators gain a greater understanding of
innovative educational practices and this provides an avenue for working within a
distributive leadership model (Singh, Han & Woodrow, 2012)
Hands Up for
Distributed leadership –Not delegation
Informal and formal leadership opportunities
Shared leadership & interdependence of stakeholders
Those with content knowledge
Respect & Trust
Implementation of change
Teams working collaboratively
Distributed leaders
Empowerment
References &
Presentation notes
Hands Up for Distributed Leadership,
Ballantyne, B., Doran, C., Kibby, C. | November 2016
• All stakeholders need to have a shared understanding of distributed leadership and
a clear definition of their particular roles and responsibilities within the model
(Heikka & Hujala, 2013)
• In early childhood settings in Australia, interdependence between educators,
management, children and families is vital for successful delivery of quality
educational programs (Heikka & Hujala, 2013)
• Leadership is not the responsibility of the Manager who is considered the positional
leader, but rather leadership is disseminated amongst several educators who hold
both formal and informal roles within the organisation (Spillane, 2005)
LEADERSHIP
TD E
D
R
II T
UBS
D T
D
E
T
UB
I
RS
I
• A distributed leadership model is a vehicle for service development and is conducive
to providing opportunities for everyone in the centre to share some responsibility
for leading change through the decisions that they make in everyday practice (Fasoli,
Scrivens & Woodrow, 2007)
D T
D
E
T
UB
I
RS
I
• Using a strength based approach where leadership roles and responsibilities are
matched with the expertise of individuals, optimises the potential for successful
outcomes (Clarkin-Phillips, 2011)
• Have confidence in their ability and the ability of their team
• Have effective communication skills
• Are self-reflective practitioners
• Are ongoing learners
• Have a strong commitment to professional learning
• Have ability to identify talents and empower others to develop their leadership
• Develop collaborative relationships that builds capacity within strong teams
• Have the willingness to develop and grow others
• Have the ability to negotiate towards mutual agreement
• Are willing to relinquish some power (Van Schaijik, 2015)

15.
Mahara enabling collaborative group work
• Established group pages
• Established groups
• Group contract – clear process and guidelines, what to do if
things go wrong...
• Enacted collaborative group process

16.
Advantages of working collaboratively on a
group assignment include:
• Sharing of knowledge and skills
• Gaining deeper levels of understanding about the content and
associated ideas
• Insights into contextual relevance of the content
• Opportunities to strengthen and/or develop interpersonal
skills
• Receiving support when working together on the same
project/outcome
O’Sullivan, T. (All of the School of Arts and Humanities, De Montfort University, Leicester), Rice, J., Saunders, C. (2013). Successful
group work: A practical guide for students in further and higher education. London, England: Taylor and
Francis. http://www.opt.eblib.com.au.libraryproxy.openpolytechnic.ac.nz/patron/FullRecord.aspx?p=1395248&tstamp=1473395
972&userid=gwen.davitt@ecnz.ac.nz&id=4A9D71F9ABA1971CBFD439CA9E47E9A0

17.
Advantages of working collaboratively on a
group assignment include:
Key strategies discussed are:
• getting established;
• anticipating problems;
• getting off to a good start;
• managing your time;
• allocating tasks; and
• choreographing your actions (p. 87)
O’Sullivan, T. (All of the School of Arts and Humanities, De Montfort University, Leicester), Rice, J., Saunders, C.
(2013). Successful group work: A practical guide for students in further and higher education. London, England:
Taylor and
Francis. http://www.opt.eblib.com.au.libraryproxy.openpolytechnic.ac.nz/patron/FullRecord.aspx?p=1395248
&tstamp=1473395972&userid=gwen.davitt@ecnz.ac.nz&id=4A9D71F9ABA1971CBFD439CA9E47E9A0

18.
A learning community is a “place of engagement” (Wenger,
1998, p. 271).

19.
Ability to be a team player…
According to the Victoria University Business School
almost all jobs require interaction with others, the ability
to work in a team, and the ability to achieve a result. The
ability to be a team player is consistently one of the top
ten graduate attributes employers want. Doing well in
group projects at university could help you get the job you
want!
(Victoria Business School, n.d, para.1) Retrieved from:
http://www.victoria.ac.nz/vbs/teaching/group-work/studentsection

20.
Victoria University Business School
Group Work Resources - instructions for
students
The Group Work Student Handbook is a very valuable resource
as it discusses strategies for successfully working in groups and
provides a range of practical ideas and resources to support this
process in action for assignment two.
Check it out at:
http://www.victoria.ac.nz/vbs/teaching/publications/Groupwor
k-Student-Handbook.pdf
Remember this is a resource specific to Victoria University
Business School which you can adapt to your requirements.

21.
Reflection on working as a group in Mahara
Consider past and current experiences of working in
teams/groups and the learning you have gained.
Reflect on:
• What strategies and/or processes enabled effective group
work?
• What challenges have you encountered and how were these
successfully overcome?
• What strengths will you contribute to your group?
• What aspects of your group participation do you want to
develop?

22.
A range of tools used to support students
Working in a group: Tips and Strategies for Success
Here are some YouTube clips to view to support your thinking in
preparation for this collaborative group assignment
Effectively Working in a Group
https://www.youtube.com/watch?v=dqvQthLJlOo
Group Project Nightmare
https://www.youtube.com/watch?v=4jI1_MLEdcU
Team Work
https://www.youtube.com/watch?annotation_id=annotation_2
41537&feature=iv&src_vid=o9mdHMtxOjY&v=OpzH1hPvf38

23.
Acknowledgements
Our thanks go to the following students for giving us premission
to use their ePortfolio work
Brownyn Ballantyne
Carol Doran
Christine Kibby
Leonie Hede
Kristy O’Toole
Karen Cornwall

24.
References:
Carr, M. (2004). Assessment in early childhood education.
Wellington: Te Tari Puna Ora o Aotearoa/NZ Childcare
Association.
O’Sullivan, T. (All of the School of Arts and Humanities, De
Montfort University, Leicester), Rice, J., Saunders, C. (2013).
Successful group work: A practical guide for students in
further and higher education. London, England: Taylor and
Francis.
Victoria University Business School. (N.D). Group Work
Resources. Retrieved from
http://www.victoria.ac.nz/vbs/teaching/group-work
Wenger, E. (1998). Communities of practice: Learning, meaning
and identity. Cambridge: Cambridge University Press.