Web-based Learning Solutions for Communities of Practice

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Live Virtual Technologies to Support Extended Events in Online Communities Figure 4. Social presence density in the FM text chat addressed on several occasions when tasks are discussed. Emoticons are quite frequently used by most participants after a joke or to denote emotion towards a tight deadline. The next step in the analysis was to calculate the aggregate social presence. If p x is the social presence density of each indicator where x=1,…,12 then the aggregate social presence density results from the following equation: Aggregate social presence density = p 1 + p 2 + …+ p 12 The aggregate social presence density of the six transcripts is 235.034. This number is up to ten times higher than the number of social presence density found in studies of asynchronous text chat (Rourke et al, 1999). This is due to the nature of synchronous communication in text chat, which differs from text chat messages in an asynchronous forum. The synchronous text chat messages studied here are short in length, when compared to asynchronous messages in forums. The FM text chat runs in parallel with the video communication channel, thus a high number of interactive responses are identified, as those instances may not only refer to something said in previous text chat messages, or in the live video or audio, but also to other media, such as an image thumbnail. Questions and replies also express interaction and are frequent as they can be asked and answered in a short time period; they are a medium of achieving intellectual goals, or making an important decision via the synchronous communication. The high number of affective responses, such as expressions of emotion and cohesive responses, for example addressing the group, indicates a sense of community. Ambient Awareness When the formal events stopped on the 18th March, users continued to communicate via Hexagon as the workflow required the ‘bid document’ to be finally ‘tweaked’ and finalised. At this stage, the community members selected neither to use FM anymore nor arrange meetings, switching in this way to ambient awareness. Interestingly, the 105
community members were discussing the use of Hexagon and other ambient awareness tools in the FM meetings to decide on a tool that they could all use after the end of the arranged FM event. Figure 5 shows the maximum number of connected Hexagon users in this scenario from 14th-27th March 2005. As shown in the figure, the 8-day working period from 16th-23rd March 2005, was effectively a single extended event for this community which peaked on 17th March with 11 simultaneous working connections. The event was initiated with an uninterrupted 40-hour room activity starting on Wednesday (16th March) of that week. On the first 3 days of Hexagon use, 3 foreground FM events took place, one informal amongst 3 individuals and the other two including the main participants 106 Live Virtual Technologies to Support Extended Events in Online Communities Figure 5. Hexagon connected users during sample (14 th - 27 th March 2005) (the “stars” in Figure 5 represent the FM video meetings running in parallel with the Hexagon usage). It should be noted that the times in the figure are listed as the server time (GMT), while participants situated in different parts of Europe were in GMT +1 or +2. The community interrogated for this study used Hexagon to display activity in sending text messages, and audio chats. After this intensive 2-day (40 hours long) engagement - the next day (Friday) represented some minor activity with people dropping in and out and a maximum number of 3 users connected at the same time. Interestingly, during the next two days - Saturday and Sunday, from 8.00-24.00, many more users connected to the room, reaching 10 simultaneous users on Sunday, indicating intensive weekend
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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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around the shared goal to enhance t
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community of farmers which is used
Page 77 and 78: REFERENCES Brown, J. S., & Duguid,
Page 79 and 80: est attain the educational goal. Th
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 95 and 96: nize clearly how to begin a story,
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 and 124: learn community booked 147 meetings
Page 125 and 126: 102 Live Virtual Technologies to Su
Page 127: Annotating FM text chat transcripts
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
Page 153 and 154: aforementioned gap. In particular,
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Page 157 and 158: high degree of support for emergenc
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
Page 169 and 170: have all of the modules implemented
Page 171 and 172: Figure 5. Process used to classify
Page 173 and 174: Table 1. Number and percentage of l
Page 175 and 176: 152 An Organizational Knowledge Cir
Page 177 and 178: 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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