Web-based Learning Solutions for Communities of Practice

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Conditions and Key Success Factors for the Management of Communities of Practice Cultivation Model: A model of evaluation for communities of practice in the process of cultivation that makes it possible to estimate the probabilities of success for the proposal of creating communities at a specific moment and under a specific situation is included. The cultivation and integration of communities is a continuous process, due to which its evaluation must be performed periodically. Knowledge Management: Managing the corporation’s knowledge through a systematically and organizationally specified process for acquiring, organizing, sustaining, applying, sharing and renewing both the tacit and explicit knowledge of employees to enhance organizational performance and create value (Davenport, 1998). ENDNOTES 1 Lesser and Everest 2001, quoted by Swan, Scarbrough, and Robertson, 2002. 2 Brown and Duguid, 2001; Orr, 1996, quoted by Swan, Scarbrough, and Robertson, 2002. 3 Wenger et al., 2002, quoted by Iverson and McPhee, 2002. 4 Wagner, 2000 quoted by Kakadadse, Kakadadse, and Kouzmin, 2003. 5 Lesser and Everest 2001:41, quoted by Swan, Scarbrough, and Robertson, 2002. 6 Orr, 1996, quoted by van Zolingen, Streumer, and M. Stooker, 2001. 7 Orr, 1996, quoted by van Zolingen, Streumer, and Stooker, 2001. 8 Stewart, 2001, quoted by Urquhart, Yerman, and Sharp, 2002. 9 Barab and Duffy, 2000, quoted by Barab; MaKinster and Scheckler, 2003. 10 Barab, 2001, quoted by Barab; MaKinster and Scheckler, 2003. 11 Heald, 2004. 12 Roberts identifies also collectivities and constellations of practice 13 This author differentiate collectivity-ofpractice from Community of practice 14 Those authors identified different varieties of knowing in action. The paper notes the differences - in organisation, spatial dynamics, innovation outcomes, and knowledge processes - between four modes: craft or task-based knowing; epistemic or high creativity knowing; professional knowing; and virtual knowing. This work was previously published in Virtual Community Practices and Social Interactive Media: Technology Lifecycle and Workflow Analysis, edited by D. Akoumianakis, pp. 18-41, copyright 2009 by Information Science Reference (an imprint of IGI Global). 329
330 Compilation of References Abdul-Rahman, A. and Hailes, S., (2000), “Supporting Trust in Virtual Communities”. Proceedings of the 33rd Hawaii International Conference on Systems Sciences (HICSS’00), Vol. 6. Abiteboul, S., Buneman, P., & Suciu, D. (2000). Data on the Web: From relations to semistructured data and XML. San Francisco: Morgan Kaufmann Publishers. Ackerman, M. S. (1998). Augmenting organizational memory: A field study of answer garden. [TOIS]. ACM Transactions on Information Systems, 16(3), 203–224. doi:10.1145/290159.290160 Ackoff, R., (1989), “From Data to Wisdom”. Journal of Applies Systems Analysis. Vol. 16, pp. 3-9. ADL Technical Team. (2004). Sharable content object reference model (SCORM) 2004 (2nd ed.). Alexandria, VA: Advanced Distributed Learning. Akhavan, P., Jafari, M., & Fathian, M. (2005). Exploring failure-factors of implementing knowledge management systems in organizations. Journal of Knowledge Management Practice. Alavi, M., & Leidner, D. (2001). Review: Knowledge management and knowledge management systems: Conceptual foundations and research issues. MIS Quarterly, 25(1), 107-136. Alavi, M., & Leidner, D. E. (1999). Knowledge management systems: Issues, challenges, and benefits. Communications of the AIS, 1(7). Alberts, B. (2009). Making a science of education. Science, 323(2), 15. doi:10.1126/science.1169941 Allen, I. E., & Seaman, J. (2004). Entering the mainstream: The quality and extent of online education in the United States, 2003 and 2004. Newburyport, MA: The Sloan Consortium. Allen, I. E., & Seaman, J. (2006). Online nation: Five years of growth in online learning. Newburyport, MA: The Sloan Consortium. 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. Copyright © 2010, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.
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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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252 A Process-Oriented and Technolo
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exploration and review the attempt
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Defining Features of the IntelCitie
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Figure 1. Integrated eGov services
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portals to merely provide links to
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experiential learning and, therefor
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274 decision-making and develop the
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towards the back-office functions,
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Page 357 and 358: Buckingham Shum, S. (2007). Hyperme
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Page 383 and 384: 360 About the Contributors empirica
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Page 387 and 388: 364 About the Contributors Loïc Me
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