Web-based Learning Solutions for Communities of Practice

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Compilation of References Vélez, I. P., & Vélez, B. (2006). Lynx: An open architecture for catalyzing the deployment of interactive digital government workflow-based systems. In Proceedings of the 2006 International Conference on Digital Government Research (pp. 309-318). Venters, W., & Wood, B. (2007). Degenerative structures that inhibit the emergence of communities of practice: A case study of knowledge management in the British Council. Information Systems Journal, 17(4), 349-368. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1985). Vygotsky and the social formation of mind (J. Wertsch, Ed.). Cambridge, MA: Harvard University Press. Vygotsky, L. S. (Ed.). (1987). The collected works of Vygotsky. New York: Plenum Press. Waddill, D. D., Milter, R., & Stinson, J. (2006). Innovative action-based e-learning strategies. In Proceedings of the AHRD Scholar-Practitioner Track (pp. 603-608). Wang, Y., Vassileva, J., (2003), “Trust and Reputation Model in Peer-to-Peer Networks”. Proceedings of the 3rd International Conference on Peer-to-Peer Computing. Wasko, M. M., & Faraj, S. (2005). Why should I share? Examining knowledge contribution in networks of practice. MIS Quarterly, 29(1), 35-57. Wasko, M. M., &Faraj, S. (2000). ‘It is what one does:’ Why people participate and help others in electronic communities of practice. JSIS, 9(2/3), 155-173. Wasko, M. M., Faraj, S., & Teigland, R. (2004). Collective action and knowledge contribution in electronic networks of practice. JAIS, 5(11-12), 493-513. Wasserman, S. and Glaskiewics, J., (1994), “Advances in Social Networks Analysis”. Sage Publications. Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge, UK: Cambridge University Press. Weber, M. (1992). Economía y sociedad. Mexico: Fondo de Cultura Económica. Weinberger, A., & Mandl, H. (2003). Computer-mediated knowledge communication (Research Rep.). Institute for Empirical Pedagogy and Pedagogical Psychology, University of Munich. Weintraub, R. (1995). Transforming mental models through formal and informal learning: A guide for workplace educators. In S. Chawla & J. Renesch (Eds.), Learning organizations: Developing cultures for tomorrow’s workplace (pp. 417-429). Portland, OR: Productivity Press. Wellman, B. (1996). For a Social Network Analysis of Computer Networks: A Sociological Perspective on Collaborative Work and Virtual Community. SIGCPR/ SIGMIS, Denver, Colorado. Wellman, B., & Gulia, M. (1997). Net surfers don’t ride alone: Virtual communities as communities. Communities and cyberspace. New York: Routledge. Wellman, B., Salaff, J., Dimitrova, D. Garton, L, Gulia, M., & Haythornthwaite, C. (1996). Computer networks as social networks: Collaborative work, telework, and virtual community. Annual Review of Sociology, 22, 213-238. Wenger, E. (1998). Communities of practice: Learning, meaning and identity. New York: Cambridge University Press. Wenger, E. (1998). Communities of practice: Learning as a social system. Systems Thinker. Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225-246. Wenger, E. (2004). Knowledge management as a doughnut: Shaping your knowledge strategy through communities of practice. Ivey Business Journal Online. Wenger, E., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78(1), 139-146. Wenger, E., McDermott, R., Snyder, W., (2002), “Cultivating Communities of Practice”, Harvard Business School Press. 357
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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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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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Table 4. Step-wise logic of the ser
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Table 6. Feedback responses to the
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tals, but as particular types of eG
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software consists of a set of enabl
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solve problems associated with the
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ecruitment was organized mainly aro
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The global structure of the activit
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ITPF (during the 2002 crisis) and f
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growth of tax revenue generated som
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and so forth. They confront the cha
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community of practice members. Faci
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It is my belief that these networks
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Tuomi, I. (1999). Corporate knowled
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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 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: Tailby, R., Dean, R., Milnerm, B.,
Page 383 and 384: 360 About the Contributors empirica
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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
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