Using New Technologies to Build a Community of Practice

Background:  The Suicide Prevention Resource Center (SPRC) (www.sprc.org) provides support, training, and materials to increase knowledge, build capacity, and promote collaboration for effective suicide prevention programs.  SPRC serves state, tribal, campus and community suicide prevention organizations and coalitions, health care providers, and national partners. In order to effectively reach a group of geographically diverse organizations, we are using new technologies to build a virtual community for knowledge exchange.

Program background:  In 2011, SPRC created a pilot “Community of Practice” (CoP) focusing on suicide prevention initiatives for lesbian, gay, bisexual, transgender, questioning and two-spirit (LGBTQ2-S) youth. CoPs – interactive peer learning groups – utilize collaboration to build knowledge in specific practice areas. SPRC’s nine-month long CoP is composed of 25 diverse member sites across six time zones. The field of e-learning applies new technologies to facilitate adult learning in a virtual environment.  This approach incorporates inclusion, learner engagement and innovative approaches to facilitate understanding and application of new ideas. SPRC has applied these principles to the CoP using three virtual communication tools: a webinar platform, an email listserv, and an online project management tool. To promote inclusion in the CoP, SPRC asked members to choose the topics and format for the monthly meetings, as well as engaging a member site as co-facilitator. SPRC uses a webinar platform to engage learners through general and small group discussion, as well as featuring members as expert speakers on specific topics.  Between meetings, a moderated listserv allows members to ask questions and share ideas through email. Members and facilitators use the document sharing website to post documents and other resources for each other’s reference and commentary. These innovative approaches appear to have succeeded in creating a cohesive group that regularly connects to advance knowledge around the topic area.

Evaluation Methods and Results:  An evaluation survey will be conducted three times during the nine-month CoP lifespan. The first survey took place after the second meeting. 93% of members responded, indicating that the vast majority (92%) are somewhat, mostly, or verycomfortable using new technologies. Most members preferred email or listserv correspondence for CoP announcements, and 75% preferred a website for accessing materials and documents. Midpoint and final evaluations will include measures of topical learning and CoP effectiveness, as well as feedback on the technologies used.

Conclusions:  New technologies offer a viable alternative for creating peer networks, allowing people from different geographic areas to accomplish almost anything that would be done in an in-person meeting. In the midpoint evaluation, one CoP member wrote: “The technology has provided a variety of ways to submit questions and provide feedback. The large group presentations and small group break-outs also provide stimulating information exchange.”

Implications for research and/or practice:  In an era of dwindling resources, virtual connections using new technologies are becoming a viable meeting option.  By applying adult learning theory to virtual events, email lists, and a resource sharing website, real communities can grow between individuals separated by hundreds of miles.  These virtual connections can bring together peers for dialogue and exchange, building the knowledge base in their field.