Web-based Learning Solutions for Communities of Practice

More documents

Recommendations

Info

Conditions and Key Success Factors for the Management of Communities of Practice community are those that make it possible for the group to be called a community of practice in a strict manner. This entails the following: • Community: Refers to members with a group identity that share experiences. Therefore, groups in which the motivation and identity of each member is exclusively individual and no common experiences are shared would be excluded. • Practice: Is the uniting subject within the group. A subject that excites members so much that it leads them to share their experiences, problems, findings, etc. with the rest of their colleagues and to listen to, help, or discuss the experiences of other members. Therefore, the need for the transfer of experiences and of explicit and tacit knowledge can be perceived in this case. Tacit knowledge can be made explicit due to which not all communities oriented to share documents or reports (explicit knowledge) are excluded, as long as this functioning can be understood working under the terms of experience mentioned in this section. Perceiving the exchange of explicit knowledge in a community is easy, but perceiving the fact that tacit knowledge is being shared is not as easy, since this requires experiencing an encounter with the members of the community or examining the results at the level of knowledge of involved members (if it is perceived that they know more things with time). Regarding the necessary dimensions, the dimension of group identity takes precedence, since it is the dimension that can guarantee the community’s long-term continuity the most. If individual identity prevails, there are more risks of members abandoning the group, since any change or movement within the group can affect said people. However, with a group objective and identity, members will work jointly and for the group, which allows the community to follow its course. The dimensions that are sufficient, however, in our work, have been established by the analysis of the objectives set by community cultivators. For example, it has been sufficient for being part of our sample of cases if the knowledge that is shared is directly related and linked to the work of the communities’ members, even if only explicit knowledge is shared. In other contexts, the interaction of knowledge with work does not have to occur in a direct manner. RESULTS AND DISCUSSION The relevant features that can affect the configuration of communities of practice have been identified in each one of the cases studied and also the results obtained have been stated. This analysis is summarized in Table 2. It is now useful to discuss these results in relation to the questions formulated in the introductory section of this chapter and to each potential contradiction related to management-promoted CoP’s. The Creation of Communities: Organic or Promoted? According to the background theory of communities of practice one of the requirements for these groups to be named as such is the fact that they must be born spontaneously or organically. Our research, however, shows that it’s possible to promote the appearance of these groups to achieve organizational goals. In some of the cases studied, the way of promotion is an organizational culture in which staff is informed of the existence of this type of groups in order to encourage them to form communities within the organization (The World Bank, IBM); in others, CoP are born organically and the organization supports the initiative (Andersen Consulting Education); in others, CoP are implemented as a research project 319
320 Conditions and Key Success Factors for the Management of Communities of Practice Table 2. Comparative study of Communities of Practice
Page 1 and 2:
www.dbebooks.com - Free Books & mag
Page 3 and 4:
Director of Editorial Content: Kris
Page 5 and 6:
Editorial Advisory Board Anil Aggar
Page 7 and 8:
Table of Contents Preface .........
Page 9 and 10:
Chapter 11 An Organizational Knowle
Page 11 and 12:
Detailed Table of Contents Preface
Page 13 and 14:
Chapter 6 Using Storytelling as the
Page 15 and 16:
Chapter 11 An Organizational Knowle
Page 17 and 18:
Chapter 17 A Process-Oriented and T
Page 19 and 20:
xviii Preface For more than ten yea
Page 21 and 22:
xx (Greece) - by focusing on the pa
Page 23 and 24:
xxii Advances reported in this book
Page 25 and 26:
This chapter discusses the prelimin
Page 27 and 28:
which will ultimately influence the
Page 29 and 30:
Table 2. Facilitator 2 feedback SOL
Page 31 and 32:
“Focus on reading peers’ posts
Page 33 and 34:
• Feedback must be useful and for
Page 35 and 36:
Schunk, D. H., & Lilly, M. W. (1984
Page 37 and 38:
able to others (Wenger, 1998). With
Page 39 and 40:
equire structure transformation att
Page 41 and 42:
are often manually encoded on a cas
Page 43 and 44:
context within the target template.
Page 45 and 46:
tives have been negotiated with CoP
Page 47 and 48:
Brown, H., & Cole, F. C. (1992). Ed
Page 49 and 50:
26 ABSTRACT Chapter 3 Tackling Acce
Page 51 and 52:
Figure 1. Web-based GUI of eLogbook
Page 53 and 54:
Figure 2. System flow for the email
Page 55 and 56:
submission or validation of deadlin
Page 57 and 58:
Figure 7. Body of the email of crea
Page 59 and 60:
The email-based eLogbook interface
Page 61 and 62:
38 Chapter 4 Supporting Communities
Page 63 and 64:
and to the contextualization of thi
Page 65 and 66:
such meetings the CM practitioner n
Page 67 and 68:
non-virtual spaces, candidate tools
Page 69 and 70:
Compendium allows CoP members to cu
Page 71 and 72:
lowing synchronous update of both C
Page 73 and 74:
around the shared goal to enhance t
Page 75 and 76:
community of farmers which is used
Page 77 and 78:
REFERENCES Brown, J. S., & Duguid,
Page 79 and 80:
est attain the educational goal. Th
Page 81 and 82:
And here is where new technologies
Page 83 and 84:
tion of such paths delivers a longe
Page 85 and 86:
Figure 2. A snapshot of an activity
Page 87 and 88:
Figure 3. A view of the course mult
Page 89 and 90:
Henry, G. (2004, September). Connex
Page 91 and 92:
defines a CoP as follows: “Commun
Page 93 and 94:
ested in learning from each other i
Page 95 and 96:
nize clearly how to begin a story,
Page 97 and 98:
Figure 2. Story Development Phases
Page 99 and 100:
Figure 3. Story Designed to move Em
Page 101 and 102:
2. Some differences in JavaScript i
Page 103 and 104:
However, bringing in a new practice
Page 105 and 106:
Backbase. (2008). AJAX in enterpris
Page 107 and 108:
through continuous learning (Rosenb
Page 109 and 110:
do with web-based collaboration sys
Page 111 and 112:
Artificial Intelligence. More preci
Page 113 and 114:
approaches concerning social networ
Page 115 and 116:
REFERENCES Ackerman, M. S. (1998).
Page 117 and 118:
the describing more than one cluste
Page 119 and 120:
eing ‘online’ or ‘offline’
Page 121 and 122:
communication tools, see Weinberger
Page 123 and 124:
learn community booked 147 meetings
Page 125 and 126:
102 Live Virtual Technologies to Su
Page 127 and 128:
Annotating FM text chat transcripts
Page 129 and 130:
community members were discussing t
Page 131 and 132:
chats taking place at this time, on
Page 133 and 134:
ing its course. During an extended
Page 135 and 136:
Dourish, P. (2006). Re-space-ing pl
Page 137 and 138:
INTRODUCTION 114 Individual Learnin
Page 139 and 140:
116 Individual Learning and Emotion
Page 141 and 142:
Emotional Processing 118 Individual
Page 143 and 144:
The Paradigm of CSA 120 Individual
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
128 Chapter 10 From ‘Collecting
Page 153 and 154:
aforementioned gap. In particular,
Page 155 and 156:
it into the discussion. This means
Page 157 and 158:
high degree of support for emergenc
Page 159 and 160:
When resources are used in a collab
Page 161 and 162:
Figure 7. Instance of the collabora
Page 163 and 164:
Transformation Rules During the tra
Page 165 and 166:
Grudin, J. (1996). Evaluating oppor
Page 167 and 168:
legitimacy provided by online educa
Page 169 and 170:
have all of the modules implemented
Page 171 and 172:
Figure 5. Process used to classify
Page 173 and 174:
Table 1. Number and percentage of l
Page 175 and 176:
152 An Organizational Knowledge Cir
Page 177 and 178:
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
Page 201 and 202:
Comparisons between face-to-face an
Page 203 and 204:
neous, as noted by this instructor.
Page 205 and 206:
11. Ensure that instructors and stu
Page 207 and 208:
Swan, K., & Shih, L.-F. (2005). On
Page 209 and 210:
INTRODUCTION Museums of the past so
Page 211 and 212:
ties (including internet resources)
Page 213 and 214:
Figure 4. The mobile AR system. ©
Page 215 and 216:
untold potential, as the individual
Page 217 and 218:
in extended episodes of playful lea
Page 219 and 220:
8 at the left shows a real experime
Page 221 and 222:
spectrum in order to specifically d
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
Page 229 and 230:
The teachers felt that the visit to
Page 231 and 232:
Ilola, L., Lakkala, M., & Paavola,
Page 233 and 234:
210 Chapter 15 A Proposed Framework
Page 235 and 236:
212 A Proposed Framework for Design
Page 237 and 238:
Page 239 and 240:
Page 241 and 242:
Page 243 and 244:
Page 245 and 246:
Page 247 and 248:
Page 249 and 250:
Page 251 and 252:
Page 253 and 254:
230 Chapter 16 An Agent System to M
Page 255 and 256:
common place (Hillery, 1955). The d
Page 257 and 258:
the local area. Because of this, as
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
Page 269 and 270:
support knowledge management but it
Page 271 and 272:
Malhotra, Y. (2000), «Knowledge Ma
Page 273 and 274:
INTRODUCTION 250 A Process-Oriented
Page 275 and 276:
252 A Process-Oriented and Technolo
Page 277 and 278:
Page 279 and 280:
Page 281 and 282:
Page 283 and 284:
Page 285 and 286:
Page 287 and 288:
exploration and review the attempt
Page 289 and 290:
Defining Features of the IntelCitie
Page 291 and 292: Figure 1. Integrated eGov services
Page 293 and 294: portals to merely provide links to
Page 295 and 296: experiential learning and, therefor
Page 297 and 298: 274 decision-making and develop the
Page 299 and 300: towards the back-office functions,
Page 301 and 302: Table 4. Step-wise logic of the ser
Page 303 and 304: Table 6. Feedback responses to the
Page 305 and 306: tals, but as particular types of eG
Page 307 and 308: software consists of a set of enabl
Page 309 and 310: solve problems associated with the
Page 311 and 312: ecruitment was organized mainly aro
Page 313 and 314: The global structure of the activit
Page 315 and 316: ITPF (during the 2002 crisis) and f
Page 317 and 318: growth of tax revenue generated som
Page 319 and 320: and so forth. They confront the cha
Page 321 and 322: community of practice members. Faci
Page 323 and 324: It is my belief that these networks
Page 325 and 326: Tuomi, I. (1999). Corporate knowled
Page 327 and 328: to accomplish meaningful interchang
Page 329 and 330: 306 Chapter 20 Conditions and Key S
Page 331 and 332: 308 Conditions and Key Success Fact
Page 341: 318 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
Page 359 and 360: Curwell, S., Deakin, M., Cooper, I.
Page 361 and 362: Dretske, F. (1991). Explaining beha
Page 363 and 364: Gebert, H., Geib, M., Kolbe, L., Br
Page 365 and 366: Han, J., & Kamber, M. (2001). Data
Page 367 and 368: Jain, A. K., & Dubes, R. C. (1988).
Page 369 and 370: Klijn, E., & Coppenhan, J. (2000).
Page 371 and 372: Loyarte, E., & Rivera, O. (2007). C
Page 373 and 374: O’Reilly, T. (2005). What is Web
Page 375 and 376: Roberts, J. (2006). Limits of commu
Page 377 and 378: Sharda, N. (2006). Applying movemen
Page 379 and 380: Tailby, R., Dean, R., Milnerm, B.,
Page 381 and 382: Wenger, E., White, N., Smith, J., &
Page 383 and 384: 360 About the Contributors empirica
Page 385 and 386: 362 About the Contributors is also
Page 387 and 388: 364 About the Contributors Loïc Me
Page 389 and 390: 366 About the Contributors 1984) he
Page 391 and 392: 368 About the Contributors Christin
Page 393 and 394:
CoPs, key success factors in the cu
Page 395:
R Reactive Level 236 REGRET reputat
show all

Web-based Learning Solutions for Communities of Practice

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?