Web-based Learning Solutions for Communities of Practice

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Chapter 17 A Process-Oriented and Technology-Based Model of Virtual Communities of Practices: Evidence from a Case Study in Higher Education .............................................................................. 249 Giustina Secundo, University of Salento, Italy Gianluca Elia, University of Salento, Italy Cesare Taurino, University of Salento, Italy Chapter 18 The IntelCities Community of Practice: The eGov Services Model for Socially Inclusive and Participatory Urban Regeneration Programs ..................................................................................... 263 Mark Deakin, Napier University, Scotland, UK Chapter 19 The Argentine IT Professionals Forum: Building the Basis for the Back Office through Communities of Practice .................................................................................................................... 285 Ester Kaufman, Facultad Latinoamericana de Ciencias Sociales (FLACSO), Argentina Chapter 20 Conditions and Key Success Factors for the Management of Communities of Practice .................... 306 Edurne Loyarte, VICOMTech Visual Communication Interaction Technologies Centre, San Sebastian, Spain Olga Rivera, University of Deusto, San Sebastian, Spain Compilation of References .............................................................................................................. 330 About the Contributors ................................................................................................................... 359 Index ................................................................................................................................................... 369
Detailed Table of Contents Preface ..............................................................................................................................................xviii Chapter 1 The Impact of Quality E-Feedback as an Element of Social Learning Theory Applied in the Context of E-Learning Communities of Practice ................................................................................... 1 Evelyn Gullett, Universitas 21 Global, Germany This chapter reports on a qualitative study that examined the depth of e-feedback given by online facilitators on case study and discussion board assignments, how that feedback contributed to the learner’s social learning, development and growth, and how quality e-feedback influences the virtual social learning environment. This study identified seven criteria of feedback depth tied to social learning that serve online university communities of practice as a tool towards a base standard of e-feedback that encourages social learning and development of each learner. Chapter 2 A Document Reuse Tool for Communities of Practice ........................................................................ 13 Aida Boukottaya, University of Fribourg, Switzerland Bernadette Charlier, University of Fribourg, Switzerland Micaël Paquier, EPFL, Switzerland Loïc Merz, EPFL, Switzerland Stéphane Sire, EPFL, Switzerland Christine Vanoirbeek, EPFL, Switzerland Virtual communities of practice are gaining importance as a means of sharing and exchanging knowledge. In such environments, information reuse is of major concern. This chapter outlines the importance of structuring documents in order to facilitate the reuse of their content. The authors show how explicit structure representation facilitates the understanding of the original documents and helps considerably in automating the reuse process. Besides, they describe two tools: one performing automatic structure transformation using matching techniques and another one performing structure and instances evolution in a transparent and automatic manner.
Page 1 and 2: www.dbebooks.com - Free Books & mag
Page 3 and 4: Director of Editorial Content: Kris
Page 5 and 6: Editorial Advisory Board Anil Aggar
Page 7 and 8: Table of Contents Preface .........
Page 9: Chapter 11 An Organizational Knowle
Page 13 and 14: Chapter 6 Using Storytelling as the
Page 15 and 16: Chapter 11 An Organizational Knowle
Page 17 and 18: Chapter 17 A Process-Oriented and T
Page 19 and 20: xviii Preface For more than ten yea
Page 21 and 22: xx (Greece) - by focusing on the pa
Page 23 and 24: xxii Advances reported in this book
Page 25 and 26: This chapter discusses the prelimin
Page 27 and 28: which will ultimately influence the
Page 29 and 30: Table 2. Facilitator 2 feedback SOL
Page 31 and 32: “Focus on reading peers’ posts
Page 33 and 34: • Feedback must be useful and for
Page 35 and 36: Schunk, D. H., & Lilly, M. W. (1984
Page 37 and 38: able to others (Wenger, 1998). With
Page 39 and 40: equire structure transformation att
Page 41 and 42: are often manually encoded on a cas
Page 43 and 44: context within the target template.
Page 45 and 46: tives have been negotiated with CoP
Page 47 and 48: Brown, H., & Cole, F. C. (1992). Ed
Page 49 and 50: 26 ABSTRACT Chapter 3 Tackling Acce
Page 51 and 52: Figure 1. Web-based GUI of eLogbook
Page 53 and 54: Figure 2. System flow for the email
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38 Chapter 4 Supporting Communities
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and to the contextualization of thi
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such meetings the CM practitioner n
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non-virtual spaces, candidate tools
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Compendium allows CoP members to cu
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lowing synchronous update of both C
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around the shared goal to enhance t
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community of farmers which is used
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REFERENCES Brown, J. S., & Duguid,
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est attain the educational goal. Th
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And here is where new technologies
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tion of such paths delivers a longe
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Figure 2. A snapshot of an activity
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Figure 3. A view of the course mult
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Henry, G. (2004, September). Connex
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defines a CoP as follows: “Commun
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ested in learning from each other i
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nize clearly how to begin a story,
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Figure 2. Story Development Phases
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Figure 3. Story Designed to move Em
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2. Some differences in JavaScript i
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However, bringing in a new practice
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Backbase. (2008). AJAX in enterpris
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through continuous learning (Rosenb
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do with web-based collaboration sys
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Artificial Intelligence. More preci
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approaches concerning social networ
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REFERENCES Ackerman, M. S. (1998).
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the describing more than one cluste
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eing ‘online’ or ‘offline’
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communication tools, see Weinberger
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learn community booked 147 meetings
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102 Live Virtual Technologies to Su
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Annotating FM text chat transcripts
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community members were discussing t
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chats taking place at this time, on
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ing its course. During an extended
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Dourish, P. (2006). Re-space-ing pl
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INTRODUCTION 114 Individual Learnin
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116 Individual Learning and Emotion
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Emotional Processing 118 Individual
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The Paradigm of CSA 120 Individual
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128 Chapter 10 From ‘Collecting
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aforementioned gap. In particular,
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it into the discussion. This means
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high degree of support for emergenc
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When resources are used in a collab
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Figure 7. Instance of the collabora
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Transformation Rules During the tra
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Grudin, J. (1996). Evaluating oppor
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legitimacy provided by online educa
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have all of the modules implemented
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Figure 5. Process used to classify
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Table 1. Number and percentage of l
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152 An Organizational Knowledge Cir
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CONCLUSION Our practical goal is to
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156 Chapter 12 Using Web-Based Tech
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visual clues and the ability to eas
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should focus on developing engaging
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experience, particularly in an onli
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CONCLUSION Distance education repre
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Roblyer, M. D., Davis, L., Mills, S
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to further increase.” (Allen & Se
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Figure 1. in moving from a real-tim
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Catalonia, Spain. The institutions
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Discussion It is clear that adjustm
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Table 3. Adjustment to Teaching Pre
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Comparisons between face-to-face an
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neous, as noted by this instructor.
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11. Ensure that instructors and stu
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Swan, K., & Shih, L.-F. (2005). On
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INTRODUCTION Museums of the past so
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ties (including internet resources)
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Figure 4. The mobile AR system. ©
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untold potential, as the individual
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in extended episodes of playful lea
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8 at the left shows a real experime
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spectrum in order to specifically d
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Knowledge Learning: Pre-test High a
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eceiving better learning results. T
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Figure 18. Figure 19. learning appr
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The teachers felt that the visit to
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Ilola, L., Lakkala, M., & Paavola,
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210 Chapter 15 A Proposed Framework
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212 A Proposed Framework for Design
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230 Chapter 16 An Agent System to M
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common place (Hillery, 1955). The d
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the local area. Because of this, as
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Figure 3. General architecture cons
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Deliberative-Social Level In this l
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- The person uses knowledge previou
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Figure 7. Showing and sorting resul
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EVALUATION OF THE PROTOTYPE Once th
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support knowledge management but it
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Malhotra, Y. (2000), «Knowledge Ma
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INTRODUCTION 250 A Process-Oriented
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252 A Process-Oriented and Technolo
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exploration and review the attempt
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Defining Features of the IntelCitie
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Figure 1. Integrated eGov services
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portals to merely provide links to
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experiential learning and, therefor
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274 decision-making and develop the
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towards the back-office functions,
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Table 4. Step-wise logic of the ser
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Table 6. Feedback responses to the
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tals, but as particular types of eG
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software consists of a set of enabl
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solve problems associated with the
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ecruitment was organized mainly aro
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The global structure of the activit
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ITPF (during the 2002 crisis) and f
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growth of tax revenue generated som
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and so forth. They confront the cha
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community of practice members. Faci
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It is my belief that these networks
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Tuomi, I. (1999). Corporate knowled
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to accomplish meaningful interchang
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306 Chapter 20 Conditions and Key S
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308 Conditions and Key Success Fact
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330 Compilation of References Abdul
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Balasubramanian, S., & Mahajan, V.
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Buckingham Shum, S. (2007). Hyperme
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Curwell, S., Deakin, M., Cooper, I.
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Dretske, F. (1991). Explaining beha
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Gebert, H., Geib, M., Kolbe, L., Br
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Han, J., & Kamber, M. (2001). Data
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Jain, A. K., & Dubes, R. C. (1988).
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Klijn, E., & Coppenhan, J. (2000).
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Loyarte, E., & Rivera, O. (2007). C
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O’Reilly, T. (2005). What is Web
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Roberts, J. (2006). Limits of commu
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Sharda, N. (2006). Applying movemen
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Tailby, R., Dean, R., Milnerm, B.,
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Wenger, E., White, N., Smith, J., &
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360 About the Contributors empirica
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362 About the Contributors is also
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364 About the Contributors Loïc Me
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366 About the Contributors 1984) he
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368 About the Contributors Christin
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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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