Communities of practice are groups of like-minded, interacting people who strive to ensure more effective creation and sharing of knowledge in their domain. Communities of practice are typically found in professional organizations (and faculty in the case of academia); that said, there is no reason why a community of practice might not deliver value to a student body provided steps are taken to ensure sustainability with a true, elevating raison d'être; in short, establishing a community of practice is not a one-off, short-term assignment.

Article Building Communities of Practice

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To stimulate students to work in groups and share knowledge in the search for answers to issues of interest, the following must be done, after the organization of the groups: 1- Select one or more topics of interest, depending on the size and number of groups

2- Present the main elements associated with the selected topic or topics through a conference or seminar to the student's groups 3- Identify the issues to investigate 4- Determine in general what answers are to be found 5- Define the reference literature

Untuk memastikan bahwa mahasiswa memahami dan menguasai ilmu pengetahuan ilmiah, metodologi riset, statistika untuk riset dan operasional research perlu dilakukan evaluasi atau test bagi mahasiswa dan perlu diinformasi kepada mahasiswa pentingnya manfaat dalam berkolaborasi bersama para ahli dan dosen dalam melaksanakan proyek riset sehingga ada sinergi guna mencapai nilai tambah /added value /nilai manfaat bersama dalam menyelesaikan proyek riset secara efisien, efektif, memuaskan dan layak untuk dipublikasikan di Jurnal Internasional bereputasi.

Working in groups by students is highly productive. Although if students are too many in a group can create laziness in individual. This aspect needs to be monitored.

The potentiality of co-creating learning and teaching with a whole class of students (including face-to-face, blended, and online settings, and including lectures, tutorials, laboratories, and other methods of teaching); in other words, it is co-creation integral to students’ programmes and courses of study. The whole-class approaches to co-creation may be inherently more inclusive of students than other approaches to co-creation and that this approach both relies upon, and contributes towards, building positive relationships between staff and students, and between students and students.

Educational structures should introduce students to topics of interest, perhaps provide a choice of interesting assessments, which students can then research and co-create knowledge on the topic among themselves. Showcasing this by way of class presentations or seminars can expand this learning to other groups.

Groups of c. 4-6 are good for this, and technology allows for the co-ordination of group work nowadays, with Padletwall, google docs, mindmaps, etc some ways for students to co-create knowledge. Peer evaluation also helps to share learning.

Break-out sessions and experiential learning.

The work of multidisciplinary teams encourages the co-creation of knowledge, from complementary points of view. Also, they allow the development of creative thinking without bias and without fear when proposing solutions, by our students, since the ideas and solutions "obvious" in the field of one, could be novel for the disciplinary area of the other.

Collaboration and working together lead us to reach the goal fastly. it is better to split a project between many students evenly to work together to create better solutions.