Figure 3. Communities of Practice. From Global Gateways. Retrieved from http://www.global-gateways.com/cop.html
School excursions have the potential to be engaging, exciting and stimulating for students and teachers to further consolidate and explore conceptual understanding learned within the classroom. However, as Lorenza (2009) states, teachers have a professional duty to ensure that they are actively empowered to access the best learning opportunities for their students, possibly even through professional development programs. If teachers are not adequately prepared or engaged in all areas of learning (including learning beyond the classroom), they quickly become disengaged, and this is effectively modelled to their students (Lorenza, 2009).
The transformation from excursion venue into a sustained community of practice, however, lies in a deeper understanding of what a community of practice is, and the potential and very real benefits for teachers, students and communities alike. As Lorenza (2009) and Smith (2009) argue, learning beyond the classroom should not be seen as isolated and one-off events, but rather situated within the context of a comprehensive pre- and post-visit program. Smith (2009) further states that a community of practice is much more than a club or social network, consisting of a common domain of interest and a commitment to a shared repertoire and practice between it’s members, that builds on relationships within and between the community. Communities of practice, therefore, have the potential to transform learning for students and teachers beyond the four walls of the classroom, and demonstrates to students that learning is limitless beyond the school gate. Furthermore, tasks and activities that seek to engage students on a social, emotional and physical level before, during and after the event, will further aim to connect the classroom curriculum with the objective and purpose of the excursion, and orient it within a framework of ongoing learning. As Lorenza (2009) states, revisiting an event through discussion and reflection – even weeks afterwards – has the additional benefit of revealing the extent of learning that students gained from the experience.
Lorenza, L. (2009). Beyond four walls: Why go beyond the bounds of school? Teacher, 198, 22-25.
Smith, M. K. (2009). Jean Lave, Etienne Wenger and communities of practice. Retrieved from http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/
Beyond The Blackboard 
This is a great post. I agree with what you have said that “excursion have the potential to be…” Just because a teacher takes students on excursion does not mean students are going to come back into the classroom with a vast array of questions and ideas about the topic. It is important that students experience prior learning to an excursion that will hold them in good stead when out on the field trip, this helps with them asking questions or generally exploring deeper into the unknown. It is also important that students reflect upon their experiences in a way that helps them grow and create a better understanding of the topic.
I love how you have reflected on the idea of Communities of Practice. Not only do we develop learning in one area when we become part of a CoP, but our learning is actually transformed and effects a range of other areas. Once we are part of one CoP, it will affect other CoP’s that we may already be involved in, or will be involved in in the future.
Since thinking about CoP’s, my learning, involvement and engagement has changed in the various CoP’s that I am already involved in. Becoming aware of the intention of learning makes a significant difference in our thinking. In this way, students will naturally become part of different CoP’s with less structure as they learn about how to be active members.
I really loved reading your post about COP. A reference you made stood out in particular for me: Lorenza (2009) states, teachers have a professional duty to ensure that they are actively empowered to access the best learning opportunities for their students, possibly even through professional development programs. However, I do not believe that schools will provide teachers with adequate professional development programs for learning beyond the classroom environment. As a result, I believe that teachers need to take time to explore and engage in environments, communities, and organisations that enable their students access to the best learning outcomes that Lorenza suggests they should have.
Sarah