Web-based Learning Solutions for Communities of Practice

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The Role of Learner in an Online Community of Inquiry Garrison, D. R., & Cleveland-Innes, M. (2003). Critical factors in student satisfaction and success: Facilitating student role adjustment in online communities of inquiry. In J. Bourne & J. Moore (Eds.), Elements of quality online education: Into the mainstream (pp. 29-38). Needham, MA: Sloan-C. Garrison, R., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148. doi:10.1207/ s15389286ajde1903_2 Garrison, R., Cleveland-Innes, M., & Fung, T. (2004). Student role adjustment in online communities of inquiry: Model and instrument validation. Journal of Asynchronous Learning Networks, 8(2), 61-74. Ice, P., Arbaugh, B., Diaz, S., Garrison, D. R., Richardson, J., Shea, P., & Swan, K. (2007). Community of inquiry framework: Validation and instrument development. In Proceedings of the 13 th Annual Sloan-C International Conference on Online Learning, Orlando, FL. Kanwar, M., & Swenson, D. (2000). Canadian sociology. IA: Kendall/Hunt Publishing Company. Katz, D., & Kahn, R. (1978). The social psychology of organizations. New York: John Wiley & Sons. Kendall, D., Murray, J., & Linden, R. (2000). Sociology in our times. (2 nd ed.). Ontario, Canada: Nelson Thompson Learning. Knuttila, M. (2002) Introducing sociology: A critical perspective. Don Mills, Ontario, Canada: Oxford University Press. Kopp, S. F. (2000). The role of self-esteem. LukeNotes, 4(2). McLuhan, M. (1995). Understanding media: The extensions of man. Cambridge, MA: The MIT Press. Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. Journal of Asynchronous Learning Networks, 7(3), 55–65. Murphy, E. (2004). Identifying and measuring illstructured problem formulation and resolution in online asynchronous discussions. Canadian Journal of Learning and Technology, 30(1), 5–20. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco: Jossey-Bass. Rogers, P., & Lea, M. (2005). Social presence in distributed group environments: The role of social identity. Behaviour & Information Technology, 24(2), 151–158. doi:10.1080/01449290410001 723472 Shea, P., Li, C., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4). Shea, P., Pickett, A., & Pelz, W. (2004). Enhancing student satisfaction through faculty development: The importance of teaching presence. In Elements of quality online education: Into the mainsteam. Needham, MA: SCOLE. Swan, K. (2003). Developing social presence in online discussions. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 147-164). London: Kogan Page. Swan, K. (in press). Teaching and learning in postindustrial distance education. In M. Cleveland- Innes & D. R. Garrison (Eds.), An introduction to distance education: Understanding teaching and learning in a new era. New York: Routledge. 183
Swan, K., & Shih, L.-F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136. Swan, K. P., Richardson, J. P., Ice, P., Garrison, R. D., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. e-Mentor, 2(24). Turner, J. (1990). Role change. Annual Review of Sociology, 16, 87–110. doi:10.1146/annurev. so.16.080190.000511 Vaughan, N., & Garrison, D. R. (2006). How blended learning can support a faculty development community of inquiry. Journal of Asynchronous Learning Networks, 10(4), 139–152. 184 The Role of Learner in an Online Community of Inquiry Wilson, D., Varnhagen, S., Krupa, E., Kasprzak, S., Hunting, V., & Taylor, A. (2003). Instructors’ adaptation to online graduate education in health promotion: A qualitative study. Journal of Distance Education, 18(2), 1–15. Wu, D., & Hiltz, S. R. (2004). Predicting learning from asynchronous online discussions. Journal of Asynchronous Learning Networks, 8(2), 139–152. ENDNOTES 1 The number of utterances in this crosscategory is in brackets. 2 The number of utterances in this crosscategory is in brackets. 3 The number of utterances in this crosscategory is in brackets.
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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
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Figure 3. Story Designed to move Em
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2. Some differences in JavaScript i
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However, bringing in a new practice
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Backbase. (2008). AJAX in enterpris
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through continuous learning (Rosenb
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do with web-based collaboration sys
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Artificial Intelligence. More preci
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approaches concerning social networ
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REFERENCES Ackerman, M. S. (1998).
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the describing more than one cluste
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eing ‘online’ or ‘offline’
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communication tools, see Weinberger
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learn community booked 147 meetings
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102 Live Virtual Technologies to Su
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Annotating FM text chat transcripts
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community members were discussing t
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chats taking place at this time, on
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ing its course. During an extended
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Dourish, P. (2006). Re-space-ing pl
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INTRODUCTION 114 Individual Learnin
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116 Individual Learning and Emotion
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Emotional Processing 118 Individual
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The Paradigm of CSA 120 Individual
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128 Chapter 10 From ‘Collecting
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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
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
Page 201 and 202: Comparisons between face-to-face an
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Page 209 and 210: INTRODUCTION Museums of the past so
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Page 213 and 214: Figure 4. The mobile AR system. ©
Page 215 and 216: untold potential, as the individual
Page 217 and 218: in extended episodes of playful lea
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Page 223 and 224: Knowledge Learning: Pre-test High a
Page 225 and 226: eceiving better learning results. T
Page 227 and 228: Figure 18. Figure 19. learning appr
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Page 231 and 232: Ilola, L., Lakkala, M., & Paavola,
Page 233 and 234: 210 Chapter 15 A Proposed Framework
Page 235 and 236: 212 A Proposed Framework for Design
Page 253 and 254: 230 Chapter 16 An Agent System to M
Page 255 and 256: 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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