Abstract—Collaborative learning networks are often used for collaborative organizational learning and communities of practice, providing opportunities to peer-to-peer learning and coaching. This article reports the experience of teachers and trainers involved in a collaborative learning network using a blog tool. The experience was developed in 13 Technological Learning Centers (TLC), belonging to the Regional Directorate of Teaching (strategically positioned in 13 cities of the State of Tocantins-Brazil). The purpose of this article is to describe the network structure and the innovations in collaborative learning relationships, and to analyze the collaborative learning network in terms of topology, time in activity, frequency of access and quantity of publications. The results showed that in terms of access, there is a period of more interaction and updating of posts in all blogs, but there was a discontinuity of use by some members of the network. Meanwhile, the quantitative of access revealed that even blogs that are more than 3 years without new publications, they remain accessed. The analysis of the network served as an instrument for monitoring and evaluating the TLC actions to support decision making in education public policies of Tocantins state.

Index Terms—Collaborative learning networks, education public policies, education data mining.

The authors are with Universidade Federal do Tocantins, Palmas, Brazil (email: rositalima@uft.edu.br).

Cite: Rosita Félix Delmondes, Renê Dettenborn, Telma Reijane Pinheiro da Costa, David Nadler Prata, "A Collaborative Learning Network for Education Communities of Practice in Brazil," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 10, no. 1, pp. 60-68, 2020.