... education is “a fostering, a nurturing, a cultivating standard form of social activity”, through “a process of sharing experience till it becomes a common possession” ... "education must transform its immature members from “uninitiated and seemingly alien beings into robust trustees of its own resources and ideals.” As such, education cannot be divorced from the purposes and practices of the community. " - John Dewey, Experience and Education (1938) quoted in https://nus.edu.sg/alumnet/thealumnus/issue-126/perspectives/panorama/whither-the-university-and-not-just-where-is-it-but-when-is-it (accessed 6 July 2021, 0606am, Singapore Time)
https://en.wikipedia.org/wiki/Community_of_practice
https://hbr.org/2000/01/communities-of-practice-the-organizational-frontier
https://www.scaledagileframework.com/communities-of-practice/
http://www.communityofpractice.ca/background/what-is-a-community-of-practice/
http://www.communityofpractice.ca/background/why-communities-of-practice-are-important/
https://adaptmethodology.com/communities-of-practice/
http://www.med.monash.edu.au/assets/images/scs/nutrition-dietetics/s01-what-is-a-cop.pdf
https://www.nuhs.edu.sg/education/healthcare-professionals-administrators/CET/Pages/default.aspx
https://medicine.nus.edu.sg/cet/
https://medicine.nus.edu.sg/cenmed/faculty-development-programs/events.html
Pyrko I, Dörfler V, Eden C. Thinking together: What makes Communities of Practice work? Human Relations. 2017;70(4):389-409. doi:10.1177/0018726716661040
https://journals.sagepub.com/doi/full/10.1177/0018726716661040
.".. community of practice (is) built on shared experiences and shared skills mastered over the course of long apprenticeships ... in Rome, these communities of practice formed the basis of artisan collegia, ... gave citizens a sense of community, civic identity and belonging ... for much of history people in similar trades usually cooperated, collaborated and supported one another ... these tightly bound communities evolved because people who shared skills and experiences unique to their crafts tended to make sense of the world in similar ways, and also because their social status was often also defined by their trade ..." James Suzman, in Work: A History of How We Spend Our Time, Part 4 - Creatures of the City, Chapter 11 - The Bright Lights, page 292, 2020 edition, Bloomsbury Circus, Great Britain
https://www.bloomsbury.com/uk/work-9781526604996/
"... if a community of peers creates the resources available to learners, the new technology that emerges from their efforts belongs to the peer-guided genre of learning at scale ... these communities have dramatically reshaped how people participate in lifelong learning ... making open, networked, apprenticeship learning a central part of schooling requires rethinking all aspects of the ecology of schools, from curricula to assessment to schedules to teacher professional development and beyond." - Justin Reich, Failure to Disrupt: Why Technology Alone Can't Transform Education, Conclusion Chapter, page 235, 2020 edition, Harvard University Press, Cambridge, Massachusetts.
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