Web-based Learning Solutions for Communities of Practice

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The Argentine IT Professionals Forum more information, see http://www.sgp.gov. ar/sitio/institucional/oficinas/onti.html. 11 The first year of this experience has been analyzed by Kaufman (2004). 12 These kinds of difficulties are still present throughout the state. 13 The ITPF coordinator has his office at the ITNO. Meetings are held in publicmanagement undersecretariat offices. The support team as well as the ITPF coordinator is within the government payroll in order to run the ITPF. This shows that this forum is not a totally self-organized CoP, but it was set up by the government, which provides it with resources. Regarding the ITPF activities, they are mainly self-organized. 14 The work groups are organized in the plenary meetings by the consensus of all the attendees. See more details in the previous section. 15 These courses have a very low cost ($0.30 per student). A further project proposes a team of LINUX coaches and tutors. 16 This subgroup is made up of lawyers from different public organizations together with software chambers, universities, and IT experts. 17 Anonymity was the chosen course of action in this task in the face of the offers made by private firms to ITPF members, siphoning them away from the public sphere. 18 See Endnote 2. 19 At this stage, the ITPF widened its variety of members to include IT experts with no specific hierarchy within the government, for instance, young programmers who worked in the free-software area. 20 The present director is Carlos Achiary, and his opinion has especially been recorded for this research. 21 Concurring this particular point, Mr. Achiary explained that he decided not to include the ITPF as a relevant actor in the E-Government National Plan because this degree of institutionalization would take away the ITPF’s innovation force, caused by its informal style of bringing different participants together. The ITPF was meant to be an informal source of solutions for the e-government plan. 22 Notice that Mr. Achiary has been actively participating in the lastest plenary meeting (“Criteria for Recommendations for the Implementation of Free Software”an “Interoperability”) as a member. 23 Up to the present, the collaboration between the ITPF and ITNO has increased. Some ITPF solutions have been carried out by the ITNO. This is the case of Web services and also the one-stop-shop file system followup. 24 This issue is neglected by the political authorities. In Argentinean public agencies, acquired technologies could have triggered an upgrading of the processes. Nevertheless, this upgrading never took place due to the existing gap between technology data administration, workflows, and management. 25 If these interchanges were regarded from a CoP approach, a border area could be identified since belonging to a community establishes a difference between the outside and the inside. It also reminds us of a bridge. The CoPs are connected to other collective subjects, their shared undertakings are linked, their members are in turn members of other communities, and their artifacts and tools are usually available to several groups. These bridges have a high potential. They offer the communities the possibility of confronting difference, experimenting with a cognitive dissonance between their own practice and others; of counteracting the risk of group thinking trapped at the community boundaries, incorporating new resources, themes, languages, and behaviours; and of meeting the challenge of building a language 303
to accomplish meaningful interchanges among the communities (Falivene & Kaufman, 2005). 26 This tendency is stressed by some youngsters who have made an ideological issue out of free software; their culture is a culture of gift giving and reputation. 27 http://www.communities-collectivites. gc.ca 28 http://www.agimo.gov.au 29 See http://www.agimo.gov.au/resources/ cop. 30 See Endnote 2. 31 See http://www.agimo.gov.au/government/ cio_forum. 304 The Argentine IT Professionals Forum 32 They were José Carllinni (the ITPF coordinator) and Graciela Silva (an expert in CoPs). 33 To make all this possible, the government must also generate orchestrated policies for digital access that guarantee skillful and informed use of ICT. These functions must be applied for the successful integration into the information society. 34 In fact, this may lead to a trivialization of politics (suffice it to watch the superficial level of the media and political speeches). To read further on this matter, see Gualtieri (1998).
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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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230 Chapter 16 An Agent System to M
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common place (Hillery, 1955). The d
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the local area. Because of this, as
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Figure 3. General architecture cons
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Deliberative-Social Level In this l
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- The person uses knowledge previou
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Figure 7. Showing and sorting resul
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EVALUATION OF THE PROTOTYPE Once th
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support knowledge management but it
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Malhotra, Y. (2000), «Knowledge Ma
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INTRODUCTION 250 A Process-Oriented
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Page 301 and 302: Table 4. Step-wise logic of the ser
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Page 325: Tuomi, I. (1999). Corporate knowled
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Page 331 and 332: 308 Conditions and Key Success Fact
Page 353 and 354: 330 Compilation of References Abdul
Page 355 and 356: Balasubramanian, S., & Mahajan, V.
Page 357 and 358: Buckingham Shum, S. (2007). Hyperme
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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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