Web-based Learning Solutions for Communities of Practice

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Visualising the Invisible in Science Centres and Science Museums Figure 13. Figure 14. Figure 15. School success vs. Knowledge learning post-test (after AR-use) [scale from 0 to 13] Figure 16. 201
eceiving better learning results. This is maybe related to the fact that they also managed well in the VRA-Visual Reasoning Ability test. It seems like that visualising very theoretical scientific phenomenon like the molecule movement made it much more understandable for students who otherwise had severe difficulties in understanding it. TEACHER SURVEY AND EVALUATION The recent Rocard-report [Science education now: A renewed pedagogy for the future of Europe] (2006) is describing the situation mostly in the pre-schools, primary and secondary schools while we also see the trends around the formal education. The role of informal learning is increasing in the modern societies – meaning the countries which are developing their societies by investing and creating opportunities for research, innovations, and education. The phenomenon is closely related to the growing impact of science and technology in our everyday lives. Lifelong learning needs new practical forms and the formal education can learn something from the 202 Visualising the Invisible in Science Centres and Science Museums Figure 17. School success vs. Knowledge learning post-test (control without AR) [scale from 0 to 13] informal, open learning environments like the science centres. The Rocard report specifically underlines the term Inquiry-Based Science Education. One of the weaknesses of school’s science teaching has been that the studies and lessons at school are mainly deductive. There are some exceptions in some schools, but, historically the main trend in the European science teaching pedagogy has applied “Deductive approach”. In this approach, the teacher presents the concepts, their logical – deductive – implications and gives examples of applications. This method is also referred to as ‘top-down transmission”. “Hands-on learning” is the main pedagogical principle of the science centres. On opposite to “Deductive”, it represents the “Inductive method”. This classical “learning by doing” method is something that the science centres have been pioneering in Europe during the last decades. The multidiscipline contents of modern science centre exhibitions form a unique and reliable learning source for inductive, Inquiry-Based Science Education. Similarly, the Rocard-report (p.7) requests new forms of teacher training, too: “Teachers
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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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it into the discussion. This means
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high degree of support for emergenc
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When resources are used in a collab
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Figure 7. Instance of the collabora
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Transformation Rules During the tra
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Grudin, J. (1996). Evaluating oppor
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legitimacy provided by online educa
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have all of the modules implemented
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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 205 and 206: 11. Ensure that instructors and stu
Page 207 and 208: Swan, K., & Shih, L.-F. (2005). On
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
Page 219 and 220: 8 at the left shows a real experime
Page 221 and 222: spectrum in order to specifically d
Page 223: Knowledge Learning: Pre-test High a
Page 227 and 228: Figure 18. Figure 19. learning appr
Page 229 and 230: The teachers felt that the visit to
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
Page 257 and 258: the local area. Because of this, as
Page 259 and 260: Figure 3. General architecture cons
Page 261 and 262: Deliberative-Social Level In this l
Page 263 and 264: - The person uses knowledge previou
Page 265 and 266: Figure 7. Showing and sorting resul
Page 267 and 268: EVALUATION OF THE PROTOTYPE Once th
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Page 273 and 274: 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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