Web-based Learning Solutions for Communities of Practice

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Individual Learning and Emotional Characteristics in Web-based Communities of Practice Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press. Wenger, E. (2004). Knowledge management as a doughnut: Shaping your knowledge strategy through communities of practice. Ivey Business Journal Online. Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their implications. Review of Educational Research, 47, 1–64. 127
128 Chapter 10 From ‘Collecting’ to ‘Deciding’: Facilitating the Emergence of Decisions in Argumentative Collaboration ABSTRACT Manolis Tzagarakis Research Academic Computer Technology Institute, Greece Nikos Karousos Research Academic Computer Technology Institute, Greece Giorgos Gkotsis Research Academic Computer Technology Institute, Greece Vasilis Kallistros Research Academic Computer Technology Institute, Greece Spyros Christodoulou Research Academic Computer Technology Institute, Greece Christos Mettouris Research Academic Computer Technology Institute, Greece Panagiotis Kyriakou Research Academic Computer Technology Institute, Greece Dora Nousia Research Academic Computer Technology Institute, Greece Current tools aiming at supporting argumentative collaboration either provide means to successfully tame wicked problems or offer advanced reasoning mechanisms to facilitate decision making creating a gap in today’s landscape of systems supporting argumentative collaboration. The consequences of this gap are in particular severe for communities of practice when they have to employ tools from both sides DOI: 10.4018/978-1-60566-711-9.ch010 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited.
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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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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
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 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 149: 126 Individual Learning and Emotion
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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
Page 179 and 180: 156 Chapter 12 Using Web-Based Tech
Page 181 and 182: visual clues and the ability to eas
Page 183 and 184: should focus on developing engaging
Page 185 and 186: experience, particularly in an onli
Page 187 and 188: CONCLUSION Distance education repre
Page 189 and 190: Roblyer, M. D., Davis, L., Mills, S
Page 191 and 192: to further increase.” (Allen & Se
Page 193 and 194: Figure 1. in moving from a real-tim
Page 195 and 196: Catalonia, Spain. The institutions
Page 197 and 198: Discussion It is clear that adjustm
Page 199 and 200: 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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Web-based Learning Solutions for Communities of Practice

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