Web-based Learning Solutions for Communities of Practice

260
A Process-Oriented and Technology-Based Model of Virtual Communities of Practices
Table 4. The valued added by the “Virtual eBMS” Community
Future developments steps of the work will
consist in the identification of measurements
systems to evaluate the development and the
renewal of the community.
REFERENCES
Nature of Value Added Attributes that create Value
Higher quality of knowledge
creation
Greater capacity to deal with
unstructured problem
More effective knowledge sharing
among research laboratories
More effective knowledge
delivery
More effective improved
individual development and
learning
Allen, S., Evans, S., & Ure, D. (2005). Virtual
communities of practices: Vehicles for organisational
learning and improved job performance.
International Journal of Learning Technology,
1(3), 252-272.
Andrews, N., & Tyson, L. D. (2004). The upwardly
global MBA. Retrieved from http://www.strategybusiness.com
Baets, W., & Van der Linden, G. (2003). Virtual
corporate universities: A matrix of knowledge
− Reflection process that occur at the end of a virtual meeting
consolidates learning
− Leveraging of previous research and proposal efforts
− Diversity in membership and less emphasis on hierarchical status
increase the probability of group think
− Research activities occur under a set of super ordinate goals rather
than task goal
− Knowledge leaders are allowed to emerge on the basis of issues rather
than by assignments to a team or roles within a teams
− Voluntary participation implies higher motivation that turn leads to
faster, deeper internalization of learning
− Long term relationships increase trust
− Self paced and not sequential, independent learning via resourcebased
and technology enhanced activities: many methods of learning,
many media, varied resources, self-test, formative evaluation, critical
thinking
− Lecturer are just facilitator for students experimenting new
knowledge
− Active learning as part of a group is more effective than learning
alone
− Learners’ choice are competency-based
− The opportunity to learn engaging in practice is embodied in
processes that the community developed
− Support collaborative projects among different research laboratories
Course design − Offer flexible, multidisciplinary and non sequential learning
− Stimulate and engage learners via well crafted learning issues
− Interdisciplinary curriculum design and development facilitated by
navigating across laboratories
and learning for the new digital dawn. Kluwer
Academic Publisher.
Barrows, H. S., & Tamblyn, R. M. (1980). Problembased
learning: An approach to medical education.
New York: Springer Publishing Co.
Brandenburg, D. C., & Binder, C.V. (1999).
Emerging trends in human performance interventions.
In H. D. Stolovitch & E. J. Keeps (Eds.),
Handbook of human performance technology:
Improving individual and organizational performance
worldwide (pp. 843866). San Francisco:
Jossey-Bass.
Bransford, J., Brown, A. L., & Cocking, R. R.
(Eds.). (1999). How people learn. Washington,
DC: National Academy Press.