Web-based Learning Solutions for Communities of Practice

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Live Virtual Technologies to Support Extended Events in Online Communities Figure. 6. A (Hexagon) grid of (8 participants) activity for this extended event. On Monday and Tuesday the room was ‘empty’ after 18.00. On the last day of the proposal work, 5 different users entered the room, with a maximum of 2 users connected simultaneously. Approximately 100 hours of overall room activity has been recorded during that period, including at least one connection. During that week, 12 different individuals were entering the room at different times, while 2 of them were in the room for a limited time and for a specific purpose, e.g. to help with part of the proposal or to provide technical facilitation. In Figure 6, a Hexagon room screenshot during this period, shows eight participants at work in this community, communicating synchronously via private or group text chat, and audio chat, whilst participating in the concerted writing of the project proposal. The communication channels provided in Hexagon are used in different ways. While the video channel, which is continuously open, is used for group awareness, a piece of information relating to the overall proposal can be communicated via group chat, visible by everyone, and pairs of two can collaborate via audio chat. The Hexagon view displays two audio 107
chats taking place at this time, one including users labeled Bernd and Ambjörn and the other one labeled Marc and Peter (with Marc’s hexagon highlighted, indicating that he is speaking using audio at that moment). The text chat area shows 7 group messages related to participants’ tasks for the proposal writing. Hexagon was used in a rich mix, which certainly included other technologies such as email and telephone interaction, and one interesting aspect of the ‘extended event’ awareness was to help coordinate these other channels most effectively over this time. DISCUSSION The current study gives some insights into how different synchronous tools support social presence and interaction patterns in online communities. The tools presented have been proved useful in supporting social presence and interaction in working groups of short life for extended events in different ways. Video meetings were used as a foreground communication channel for arranged meetings of relatively short duration in the context of an extended event. The ambient video environment has been used in the foreground for communication via video and audio, for short one-to-one audio interactions or group messages, but most of the times it was running as an ambient presence in the background. While video meetings were a pre-arranged sub-event within the extended event, participants selected the ambient environment for opportunistic interactions, which allowed at the same time to be concentrated at their work and be able to communicate with peers for a short while, to ask or answer questions related to work. The work undertaken is seen by all respondents as a very valuable and positive experience. “We used it to write collaboratively a proposal, we discussed the documents we were working on, told each other when to expect the new versions 108 Live Virtual Technologies to Support Extended Events in Online Communities of the portfolios, which meant that we didn’t have to send things around, as much as we would have to do with e-mail” (AN) According to Rovai’s theory (2002), the sense of community is enhanced upon the realisation of the information flow in a classroom community, which is composed of components, such as spirit, trust, interaction and learning. In communities of practice, spirit defines the group sense and belongingness and has been expressed often in the community studied in expressions of group sense in the text chat. Trust includes feelings of reliability and confidence, which are expressed with the high number of indicators of agreement in the text chat. Interaction indicates shared goals, which are expressed in both background and foreground channels, and patterned activities, such as the delivery of tasks amongst different participants, answering questions related to deliverables etc. Learning is linked to constructing knowledge, such as collaborative authoring tasks in the Prolearn community. The tool has proven to be especially useful to help build working communities. “… people were sitting all over Europe, were logged into Hexagon and were working intensively with each other ...” (MH) It appears that community members select which tools to use in extended events, according to the goals to be achieved, for example if there is an agenda of specific tasks to be accomplished, arranged video meetings are more appropriate. Nevertheless, in the final and intensive phases of writing proposals, when all tasks were distributed and members had to complete the proposal, ambient video awareness was more suitable. While some participants were involved in one-to-one chats, others just used Hexagon as background awareness, not exchanging messages, but still able to read others’ messages and have a view of their working community. In this way, the community was able to handle the intensive workflow of the
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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
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REFERENCES Brown, J. S., & Duguid,
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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
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Page 97 and 98: Figure 2. Story Development Phases
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Page 103 and 104: However, bringing in a new practice
Page 105 and 106: Backbase. (2008). AJAX in enterpris
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Page 115 and 116: REFERENCES Ackerman, M. S. (1998).
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Page 121 and 122: communication tools, see Weinberger
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Page 125 and 126: 102 Live Virtual Technologies to Su
Page 127 and 128: Annotating FM text chat transcripts
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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 161 and 162: Figure 7. Instance of the collabora
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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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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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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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