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Web-based Learning Solutions for Communities of Practice

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A Process-Oriented and Technology-Based Model <strong>of</strong> Virtual <strong>Communities</strong> <strong>of</strong> <strong>Practice</strong>s<br />

Table 2. Knowledge domains <strong>for</strong> the eBMS knowledge base<br />

Knowledge category Knowledge Domain<br />

General Purpose New Competitive Macro-Environment<br />

Business Management<br />

Internet Business Management<br />

Business Innovation Leadership<br />

ICT Management<br />

Specific context e-Tourism<br />

e-Agrifood<br />

Aerospace<br />

Territorial Marketing<br />

Knowledge Management Cycle<br />

The Knowledge Management cycle in the “Virtual<br />

eBMS” Community is divided in: Knowledge<br />

sharing, knowledge creation and Knowledge<br />

organization. The knowledge sharing retrieves<br />

knowledge from the organisational memory and<br />

makes it accessible to the users. Individuals,<br />

teams and laboratories <strong>of</strong>ten share ideas, opinions,<br />

knowledge and expertise in meetings held<br />

in face-to-face <strong>for</strong>mat or virtually. The knowledge<br />

organisation stage takes the nuggets <strong>of</strong> knowledge<br />

and classifies them and adds them to the<br />

organisational memory. Much <strong>of</strong> this knowledge<br />

can be represented in electronic <strong>for</strong>m as expert<br />

systems. This is where even tacit, intangible<br />

knowledge assets are trans<strong>for</strong>med to tangible<br />

one. The “Virtual eBMS” approach to knowledge<br />

creation is <strong>based</strong> on a self-organizing kind <strong>of</strong><br />

learning, derived from direct experience, as it is<br />

exposed in Kolb’s theory <strong>of</strong> experiential learning,<br />

that is the best learning model framed according<br />

the principles <strong>of</strong> Constructivism approach. According<br />

to Kolb (1984), the knowledge creation<br />

process are expressed in terms <strong>of</strong>:<br />

• Concrete Experience: learners are involved<br />

in an active exploration <strong>of</strong> experience used<br />

to test out ideas and assumptions rather than<br />

to obtain practice passively.<br />

• Reflective Observation: Learners must<br />

selectively reflect on their experience in a<br />

critical way rather than take experience <strong>for</strong><br />

granted and assume that the experience on<br />

its own is sufficient.<br />

• Abstract Conceptualization: Learners create<br />

theories to explain one’s observations.<br />

• Active Experimentation: Learners use<br />

theories to solve problems and make decisions.<br />

Governance Structure<br />

The “Virtual eBMS” Governance Structure is a<br />

mid level control from leaders and coordinators.<br />

In the “Virtual eBMS”, community coordinators<br />

are well respected member <strong>of</strong> the community:<br />

the Director, the Executive Staff and the eBMS<br />

Laboratories’ coordinators. Their role is to keep<br />

the community alive, connecting members with<br />

each other, helping the community to focus on<br />

important issues, and bringing new ideas when<br />

the community start to loose energy. Moreover,<br />

the community coordinators maintain, organize<br />

and distribute the central knowledge to the other<br />

members.

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