Web-based Learning Solutions for Communities of Practice

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Visualising the Invisible in Science Centres and Science Museums actualised. (iii) Psychological openness consists of a feeling of independence of space and time. This individual feeling, that a learner can influence own learning success substantially promotes motivation for learning. (iv) Virtual openness is made by using information and communication technology in teaching and learning process. Open learning environments useable at school (and at home for informal learning!) need independence from platforms. They need scalability, multi-user capability, based on an open standard, in order to support a hypermedia structure which allows a working with free or inexpensive software, use client/server architecture, support communication via a network, integrate other interactive media and support working with real time applications. In summary, to support selforganised a learning within a computer mediated learning environment, three principles need discussion. Students specifically need to (1) create their own documents and construct links between documents (2) communicate with each other to (3) cooperate and collaborate on their work/learning. In order to create a appropriate combination of school classroom, exhibition and the web, science centres need to meet the challenge. This has been pointed out earlier in literature (Jones 2005; Salmi 2005; Piazzalunga & Barretto 2005; Ilola 2008), and it was also the main message of the feed-back of the teachers attending the CONNECT-EXPLOAR –Augmented Reality project. However, ICT based education needs content. To create learning objects with the structure of a pre-lecture – visit – post-lecture design with the specific help of ICT-methods, the combination of VSTP (Virtual Thematic Science Park) and AR-Augmented Reality approach at an exhibition will support a work in-between the classroom and exhibition also during the visit. The open learning environment consists typically of a combination of real physical environments and Augmented Reality ICT-based learning. This type of activities do need further research as new source of learning bridging the gap between formal education and informal learning. Latest signals show that AR-technology is moving from the high-tech and military solutions into everyday educational use with valid content. REFERENCES Alberts, B. (2009). Making a science of education. Science, 323(2), 15. doi:10.1126/science.1169941 ASTC. (2008). Sourcebook of statistics & analysis. Washington, DC: Association of Science- Technology Centers (ASTC). Connect. (2005). Designing the classroom of tomorrow by using advanced technologies to connect formal and informal learning. The implementation guide. Ellinogermaniki Agogi. EPINOIA S.A. Connect. (2006). D2.1 (Pedagogical report). Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323, 66–68. doi:10.1126/science.1167311 Greenfield, P. M. (2009). Technology and informal education: What Is taught, what is learned. Science, 323, 69–72. doi:10.1126/science.1167190 Hermant, C. (2003). Does mastery of ICT really improve pupil performance? eLearning Programme, Directorate General for Education and Culture, European Commission. Hin, L., Subramaniam, R., & Meng, D. (2005). Use of log analysis and text mining for simple knowledge extraction. In L. Tan & R. Subramaniam (Eds.), E-learning and virtual science centre (pp. 347-365). Hershey, PA: Information Science Publishing. Ilola, L. (2008). The effects of ICT on school: Teacher’s and students’ perspectives (Ser. B. 314). Finland: Turun yliopisto. 207
Ilola, L., Lakkala, M., & Paavola, S. (2006). Case studies of learning objects used in school settings. Learning, Media and Technology, 31(3), 249–267. doi:10.1080/17439880600893291 INI-GraphicsNet. (2006). Augmented reality. New fields of application through innovative technologies. The International of Institutions for Advanced Education, Training and R&D in Computer Graphics technology, system and applications. IST. (2006). Technology-enchanced learning [leaflet]. Jones, B. (2005). Establishing identification in virtual science museums: Creating connections and community. In L. Tan & R. Subramaniam (Eds.), E-learning and virtual science centre (pp. 1-27). Hershey, PA: Information Science Publishing. Mayadas, A. (2009). Online education today. Science, 323, 85–88. doi:10.1126/science.1168874 Neurath, M., & Cohen, R. (1973). Empiricism and sociology: The life and work of Otto Neurath. Boston, MA: Reidel. Pan, Z., Cheok, A., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20–28. doi:10.1016/j.cag.2005.10.004 Piazzalunga, R., & Barretto, S. (2005). Challenges in virtual environment design: An architectural approach to virtual spaces. In L. Tan & R. Subramaniam (Eds.), E-learning and virtual science centre (pp. 251-271). Hershey, PA: Information Science Centre Publishing. Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven’s progressive matrices and vocabulary scales. Oxford, UK: OPP Limited. 208 Visualising the Invisible in Science Centres and Science Museums Rocard-report. (2006). Science education now: A renewed pedagogy for the future of Europe. European Commission, Directorate-General for Research, Information and Communication Unit. Brussels. Salmi, H. (2005). Open learning environments: Combining Web-based virtual and hands-on science centre learning. In L. Tan & R. Subramaniam (Eds.), E-learning and virtual science centre (pp. 327-344). Hershey, PA: Information Science Publishing. Sariola, J. (1998). The planning of an open learning environment and didactic media choice in teacher education. In T. Nummi, A. Rönkä, & J. Sariola (Eds.), Virtuality and digital nomadism: An introduction to the LIVE project (1997-2000). Finland: MediaEducation Centre. Department of Teacher Education. University of Helsinki. Media Education Publications 6. Sotiriou, S., et al. (2007). Proceedings of the Symposium Designing the Science Laboratory for the School of Tomorrow. Advantaged technologies in education, Athens, Greece. Ellinogermaniki Agogi. Wolf, K. D. (1995). The implementation of an open learning environment under World Wide Web. In H. Maurer (Ed.), Educational multimedia and hypermedia, 1995. Proceedings of EdMedia 95. Charlottsville, VA: Advancement of Computing in Education (AACE).
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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
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Table 1. Number and percentage of l
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152 An Organizational Knowledge Cir
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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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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
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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 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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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
Page 275 and 276: 252 A Process-Oriented and Technolo
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258 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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