Web-based Learning Solutions for Communities of Practice

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Live Virtual Technologies to Support Extended Events in Online Communities Figure 2. Arranged video meetings during the course of the extended event extended event started with a series of emails and an opening formal meeting held via FM on 25th February 2005 with 10 videoconferencing attendees and ended on the 23rd March with 2 simultaneous user connections in the Prolearn Hexagon room. Arranged Meetings This sub-community of members arranged a series of 6 FM events (Figure 2) with an overall duration of over 5 hours, while the mean average time of these events is nearly 53 min. The FM events were booked by two different users using in the title the name of the proposal. The first event was conducted at the start of this extended period 14:30 GMT on the 16th at which the use of the Hexagon system for a longer-period interaction was discussed. The first 3 FM events lasted more than 2 hours, as the participants had, at that point, many issues to resolve, such as task distribution. The fourth of these events was the shortest FM meeting of 13-minute duration and included 3 participants. While all other events were called ‘meetings’, the shortest one was called ‘instantFM’, denoting its limited duration. The final video meeting was held on Friday, 18th March, and lasted only 38 minutes, possibly because most issues were resolved by that time. The first and last events included the same 10 attendees. In order to examine the interaction patterns in these meetings, we present visualisations of the user participation in the broadcast and text chat channels. The broadcast and text chat dominance of certain users is represented in the polar area diagrams in Figure 3. The meetings were usually moderated by one person, whilst everyone contributed their opinion in broadcast and text chat. The diagrams on the left hand side represent the air time taken by different users portrayed with different numbers (circumference = duration of broadcasts, while radius = turns taken). The diagrams on the right hand side show the text chat dominance again distributed to different users portrayed with different numbers (circumference = number of characters typed, while radius = number of messages sent) (Scott et al, 2007a). The community members participating in the events have been anonymised. In four out of six of the following video meetings, the most dominant participant in the broadcast is the moderator who also booked the meetings and is the same person in all four events (event 1 – user 15, event 2 – user 7, event 3 – user 7 and event 6 – user 5). This community member distributes work amongst partners and makes sure that the meeting goals are met by discussing each of the proposed workpackages. The text chat is equally spread amongst all participants. Event 5 was booked by a different community member and the person who moderated the 101
102 Live Virtual Technologies to Support Extended Events in Online Communities Figure 3. The shapes of broadcast and chat dominance in the video meetings
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www.dbebooks.com - Free Books & mag
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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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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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Page 81 and 82: And here is where new technologies
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Page 85 and 86: Figure 2. A snapshot of an activity
Page 87 and 88: Figure 3. A view of the course mult
Page 89 and 90: Henry, G. (2004, September). Connex
Page 91 and 92: defines a CoP as follows: “Commun
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Page 97 and 98: Figure 2. Story Development Phases
Page 99 and 100: Figure 3. Story Designed to move Em
Page 101 and 102: 2. Some differences in JavaScript i
Page 103 and 104: However, bringing in a new practice
Page 105 and 106: Backbase. (2008). AJAX in enterpris
Page 107 and 108: through continuous learning (Rosenb
Page 109 and 110: do with web-based collaboration sys
Page 111 and 112: Artificial Intelligence. More preci
Page 113 and 114: approaches concerning social networ
Page 115 and 116: REFERENCES Ackerman, M. S. (1998).
Page 117 and 118: the describing more than one cluste
Page 119 and 120: eing ‘online’ or ‘offline’
Page 121 and 122: communication tools, see Weinberger
Page 123: learn community booked 147 meetings
Page 127 and 128: Annotating FM text chat transcripts
Page 129 and 130: community members were discussing t
Page 131 and 132: chats taking place at this time, on
Page 133 and 134: ing its course. During an extended
Page 135 and 136: Dourish, P. (2006). Re-space-ing pl
Page 137 and 138: INTRODUCTION 114 Individual Learnin
Page 139 and 140: 116 Individual Learning and Emotion
Page 141 and 142: Emotional Processing 118 Individual
Page 143 and 144: The Paradigm of CSA 120 Individual
Page 151 and 152: 128 Chapter 10 From ‘Collecting
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Page 159 and 160: When resources are used in a collab
Page 161 and 162: Figure 7. Instance of the collabora
Page 163 and 164: Transformation Rules During the tra
Page 165 and 166: Grudin, J. (1996). Evaluating oppor
Page 167 and 168: legitimacy provided by online educa
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Page 171 and 172: Figure 5. Process used to classify
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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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Curwell, S., Deakin, M., Cooper, I.
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Gebert, H., Geib, M., Kolbe, L., Br
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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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