Web-based Learning Solutions for Communities of Practice

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Chapter 8 Live Virtual Technologies to Support Extended Events in Online Communities of Practice ABSTRACT Eleftheria Tomadaki Knowledge Media Institute, The Open University, UK Peter J. Scott Knowledge Media Institute, The Open University, UK Kevin A. Quick Knowledge Media Institute, The Open University, UK Online communities of practice often require support for collaboration over extended periods of time, in what are effectively very long meetings. While there are a wide range of support systems for ‘foreground’ interactions, such as phone calls and video meetings, and a similar range of tools for ‘background’ interactions, such as email and instant messaging, there is a lack in tools that exclusively cater for extended events without switching to different platforms. The current study presents qualitative and quantitative data from a naturalistic insight into the use of two online synchronous communication tools, FM for videoconference and Hexagon for ambient awareness, to support an extended event in a working online community. A complex mix of planned and opportunistic interactions require a new set of working synchronous tools, managing the trade-off between awareness and disruption. Switching between foreground and background ‘meeting activity’ remains a very big challenge. INTRODUCTION A wide variety of live communication tools are used by Technology-Enhanced Learning (TEL) communities of practice in order to meet and work virtually. These technologies generally provide a whole DOI: 10.4018/978-1-60566-711-9.ch008 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 95 range of features, such as presence, availability and awareness, instant messaging, videoconferencing, ambient video awareness, collaborative tagging, social networking etc. Presence is an indispensable social software function, stimulating group awareness (Boyle & Greenberg, 2005; Chen & Gellersen, 1999) and the building of collective knowledge in online communities. Presence has evolved from just
eing ‘online’ or ‘offline’ to a range of preferences such as availability or geolocation. In instant messaging systems, a set of presence attributes may include time, context, availability, location, activity, state of mind and identity. Presence is currently plotted to geographical maps with tools, representing the individuals’ presence with icons on maps. Geolocation can also be integrated in virtual learning environments and indicate presence and availability of contacts according to the courses a user may be enrolled on. Along with presence, a great variety of tools supporting group interaction and location based social software applications make use of presence data for a wide variety of purposes, e.g. providing awareness of friends being in the vicinity or providing awareness of who is visiting online community sites, or recommending users with similar interests etc. Other social software features may involve activity awareness, indicating individual users’ thoughts to a community, such as in Twitter, describing a current activity, a goal, or an achievement etc. Video presence is another feature increasingly found in desktop applications and can be integrated in ambient awareness tools, forming collaborative media spaces, or used in videoconferencing applications. It can be argued that collaborative spaces can be considered as a collective product and can be transformed through the use of technology (Dourish, P., 2006). Following Kreijns et al (2002) “social affordances encourage social interaction, which is responsible for establishing a social space”. In Buxton (1992), person space is used to denote the sense of presence in videoconference participants who see each other’s facial expressions and task space is used to denote copresence in task realisation. Tasks and activities may be realised in the context of foreground or background attention (Buxton, 1992) and collaboration can be changed from a background activity to a foreground activity (Sire et al, 1999). Foreground presence indicates that users are interacting with the other users. In the context of background attention, social awareness 96 Live Virtual Technologies to Support Extended Events in Online Communities can run without any interactions, whilst being on the same shared space at the same time may cause the activity of meeting synchronously if needed (Sire et al, 1999), switching from background to foreground attention. However, when a background activity is switched into the foreground through a presence and collaboration tool in shared spaces, awareness changes and may be discussed along with issues of privacy interruption. Online communities of practice need tools for social presence, group awareness and interaction that make their communication effective. Without such tools, the members of a community of practice lack the possibility to interact and construct knowledge collectively. Presence tools enhance the sense of community in a group, by making synchronous collaboration possible. Presence contributes to the social dimension in the collaboration of knowledge workers, and learning is not a lonely experience, but an activity that engages social skills together with the knowledge transfer. Collective activities can be improved when awareness tools are used in intense collaborative phases with community members working for a common task. Interestingly, TEL communities of practice are usually supported by a range of tools providing ambient awareness for community building, instant messaging for quick opportunistic interactions and videoconferencing for pre-arranged meetings of an hour or so. However, these communities are often required to meet for days, in ‘hot’ collaborative phases. TEL community members can be engaged in ‘extended’ events, which can last many hours / days or even weeks or so and can include users ‘dropping in’ and ‘out’ of the workflow at many points. Most users may be involved in short, opportunistic interactions via text or video chat with other community members and may run applications on the background for community awareness for the rest of the time. A few other users may drop in the event for a short while to communicate with a specific person and then get back to their work. Extended events have
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Director of Editorial Content: Kris
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Editorial Advisory Board Anil Aggar
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Table of Contents Preface .........
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Chapter 11 An Organizational Knowle
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Detailed Table of Contents Preface
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Chapter 6 Using Storytelling as the
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Chapter 11 An Organizational Knowle
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Chapter 17 A Process-Oriented and T
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xviii Preface For more than ten yea
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xx (Greece) - by focusing on the pa
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xxii Advances reported in this book
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This chapter discusses the prelimin
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which will ultimately influence the
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Table 2. Facilitator 2 feedback SOL
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“Focus on reading peers’ posts
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• Feedback must be useful and for
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Schunk, D. H., & Lilly, M. W. (1984
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able to others (Wenger, 1998). With
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equire structure transformation att
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are often manually encoded on a cas
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context within the target template.
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tives have been negotiated with CoP
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Brown, H., & Cole, F. C. (1992). Ed
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26 ABSTRACT Chapter 3 Tackling Acce
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Figure 1. Web-based GUI of eLogbook
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Figure 2. System flow for the email
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submission or validation of deadlin
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Figure 7. Body of the email of crea
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The email-based eLogbook interface
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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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Page 77 and 78: REFERENCES Brown, J. S., & Duguid,
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Page 97 and 98: Figure 2. Story Development Phases
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Page 115 and 116: REFERENCES Ackerman, M. S. (1998).
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Page 135 and 136: Dourish, P. (2006). Re-space-ing pl
Page 137 and 138: INTRODUCTION 114 Individual Learnin
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Page 141 and 142: Emotional Processing 118 Individual
Page 143 and 144: The Paradigm of CSA 120 Individual
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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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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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