Web-based Learning Solutions for Communities of Practice

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The IntelCities Community of Practice the technical rational and social purpose of the virtual organization in question. This suggests that in developing integrated eGov service models it is not possible for intelligent cities to develop as either Type 1 or 2 CoPs and this is because the shared enterprise and joint venture characteristics such virtual learning organizations share, means they have to be technical and social in equal measures. The following examination of the IntelCities CoP shall to a large extent, reflect this position. It shall begin by examining the integrated model of eGov services and IT underlying the eCity platform developed as an intelligent solution to the virtual organization’s learning needs and knowledge transfer requirements. The examination shall then reflect on the search for intelligent city solution in terms of the step-wise logic adopted to meet the challenge the learning needs and knowledge transfer requirements of virtual organizations pose. From here the e-Learning platform, knowledge management system and digital library developed for such purposes shall be outlined. Having done this, attention shall turn to the innovative features of this platform, management system and library and the semantically-interoperable qualities of the learning, knowledge and repository services this offers shall be reviewed. From here the examination turns attention towards a review of how the learning, knowledge management and digital library services now available as eGov services are integrated into the eCity platform and made available over the web. This turns attention to what is termed the eTopia demonstrator developed to illustrate the functionality of the semantically-rich eGov services in question. This term is borrowed from Mitchell’s (2000) account of intelligent cities as e-topias and as organizations that are: ‘SMART’, lean, mean, green software systems, driven by networked communities which are virtual (see, Deakin and Allwinkle, 2007; Deakin, 2007). Those organizational characteristics which the author would add are built on the learning needs, knowledge management requirements and digital libraries of electronically-enhanced government services that are available on the eCity platform as a pool of integrated eGov services. THE INTEGRATED MODEL OF EGOV SERVICES Figure 1 outlines the integrated eGov services model developed by the CoP. At the front-end there are a range of eGov services under development, highlighted as social inclusion, participation and regeneration and shown in terms of the middleware integrating them between the front-end presentation tier and back-office core interoperability and infrastructure service layer of the eCity platform. This also illustrates the services located in the back-office and the relationship this develops between the organization’s e-Learning platform, KMS and digital library. This shows that it is the middleware of the eCity platform which integrates the front-end delivery of government services to citizens with the back-office business functions. Figure 1 also shows that it is the middleware which in turn provides the opportunity for the e-Learning platform, KMS and digital library making up the back office functions, to do the same and become an integral part of the eCity platform, supporting the pool of eGov services which are available for citizens to access at the front-end. This integration of the e-Learning platform, KMS and digital library into the middleware and use of it as the eCity platform supporting the presentation of eGov services to citizens at the front-end, is the challenge the IntelCities CoP has set out to meet and sought a solution for. THE IT UNDERLYING THE INTELLIGENT CITY SOLUTION The main challenge for the IntelCities CoP has been that of finding a solution which has the intel- 267
Figure 1. Integrated eGov services model Citizen/ Business services ligence cities need for the information technology (IT) underpinning the presentation of eGov services to be extensible, flexible and also have the capacity to carry existing local government legacy systems. The Services Oriented Architecture (SOA) of the enterprise-wide business model adopted as the joint venture vehicle for such an ‘intelligent solution’ meets this challenge by offering the IntelCities CoP a distributed, web-based and extendable access system. This intelligence in turn offers cities the opportunity to build a web services enabled platform of eGov services, with XML IT utilisation and SOAP communication. An important element in the initial system design relates to the use of the Unique Modelling Language (UML) and Rational Unified Process (RUP) methodology used for developing 268 Presentation of eGov services to citizens/ businesses from cities Enhanced Processes Semantic interoperability Employmen t & training Core interoperability and infrastructure services Consultation & deliberation �City legacy DBM PDA Mobile phone Social Inclusion Job service with maps Services Discovery Participation DB server � DBM DB Map service Image frame® Thin or fat client Vizsim for citizens Ontology mappings Land use analysis Set top box Land use management Ontology registry & management e-Regen. DB server Variable Message Signs Virtual planning The IntelCities Community of Practice Knowledge management Ontology mark-up & deep annotation Benchmarking Admin Session Service proxy Security Profile mgt Geo broker Resource connector Resource Resource Extrane connector connector e-Library repository � server Websit � DB server Websit � DBMS PC eLearning Digital library eGov services citizen engagement document manager eCity Gov. Policy envisioning eTopia The e-CP Service Oriented Architecture for Socially-inclusive and Participatory Urban Regeneration Programmes the integrated model of electronically-enhanced government (eGov) services. This allows for the development of complex ‘N-tiered’ systems and the possibility of cities hosting eGov services on e-Learning platforms, KM systems and digital libraries utilising the intelligence such IT offers. This has the advantage of offering a homogenous platform solution supporting the development of specific service applications meeting the e-learning needs, knowledge transfer requirements and capacity building commitments of the IntelCities CoP. It also manages to do this while leaving open the possibility of sharing services developed by other organizations not yet integrated into the eGov services model and eCity platform supporting this particular organization’s e-learning needs, knowledge transfer requirements and capacity building commitments.
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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
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156 Chapter 12 Using Web-Based Tech
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visual clues and the ability to eas
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should focus on developing engaging
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experience, particularly in an onli
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CONCLUSION Distance education repre
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Roblyer, M. D., Davis, L., Mills, S
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to further increase.” (Allen & Se
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Figure 1. in moving from a real-tim
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Catalonia, Spain. The institutions
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Discussion It is clear that adjustm
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Table 3. Adjustment to Teaching Pre
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Comparisons between face-to-face an
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neous, as noted by this instructor.
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11. Ensure that instructors and stu
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Swan, K., & Shih, L.-F. (2005). On
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INTRODUCTION Museums of the past so
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ties (including internet resources)
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Figure 4. The mobile AR system. ©
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untold potential, as the individual
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in extended episodes of playful lea
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8 at the left shows a real experime
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spectrum in order to specifically d
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Knowledge Learning: Pre-test High a
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eceiving better learning results. T
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Figure 18. Figure 19. learning appr
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The teachers felt that the visit to
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Ilola, L., Lakkala, M., & Paavola,
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210 Chapter 15 A Proposed Framework
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212 A Proposed Framework for Design
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214 A Proposed Framework for Design
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Page 253 and 254: 230 Chapter 16 An Agent System to M
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318 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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