Web-based Learning Solutions for Communities of Practice

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About the Contributors Nikos Karacapilidis holds a professor position at the University of Patras, Greece (field: Management Information Systems). His research interests lie in the areas of Intelligent Web-Based Information Systems, Technology-Enhanced Learning, e-Collaboration, Knowledge Management Systems, Group Decision Support Systems, Computer-Supported Argumentation, Enterprise Information Systems and Semantic Web. He has been appointed as Editor-in-Chief of the Advances in Web-based Learning (AWBL) Book Series (http://www.igi-pub.com/bookseries/details.asp?id=432), as well as Co-Editor-in-Chief of the International Journal of Web-based Learning and Teaching Technologies (IJWLTT - http://www.igipub.com/journals/details.asp?ID=4286). More detailed information about his publications list, research projects involved and professional activities can be found at http://www.mech.upatras.gr/~nikos/. * * * Fumihiko ANMA received his B.E. from Tokyo Institute of Technology in 2000 and his Master Degree and PhD Degree from Shizuoka University, Japan in 2002 and 2005 respectively. His Ph. D thesis theme was a research for an educational system for supporting novice programming language learners by explaining the domain-oriented functions of programs, and describe its experimental evaluation. Presently he is an assistant professor with the Graduate school of Information Systems, the University of Electro Communications. His research interests include Knowledge Computing, Intelligent Educational System, e-learning, Artificial Intelligence, and Software Agent and so on. He is researching in a learning management system based on SNS (Social Networking Service). His system has functions to encourage learner interaction by the “the architecture of participation”. This phrase “the architecture of participation”, defined by O’Reilly describes the nature of systems that are designed for user contribution. He is a member of Japanese Society for Information and Systems in Education (JSiSE), Japanese Society for Artificial Intelligence (JSAI), and Japan Society for Educational Technology (JSET). Franz X. Bogner is full professor, head of the Institute of Biology Didactics and the director of the Z-MNU (Centre of Math & Science Education). Involved in pre-service teacher education and in-service teacher enhancement, his main research includes learning processes within cognitive achievement approaches as well as attitudes and value involvement in such processes. Media assisted learning in science education and informal learning environments are major research questions within this context. Altogether, a balance is provided between the development of innovative educational programs and its empirical evaluation on the basis of valid and reliable measurement instruments. Prof.Bogner’s research projects consistently included cognitive (and emotional and attitudinal) assessment. A recently published Copyright © 2010, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. 359
360 About the Contributors empirical study sophistically described that hands-on approaches sometimes even decrease a learning success due to additional cognitive (over-) loads caused by experimental environments; this points to potential strategies to overcome this specific dilemma in educational hands-on activities. Aida Boukottaya has been involved in several projects related to information systems interoperability at EPFL, UNIL (University of Lausanne) and UNIFR (University of Fribourg). She participates in several European projects as senior researcher. Her main interests are reuse of structured documents and semantic Web services. She also ensured several courses and trainings around multimedia documents, semantic Web and databases engineering and has several publications related to schema matching techniques and structured document reuse. She is currently working on the IST/IP/Palette project as senior researcher and Workpackage leader. Bernadette Charlier is the leader of the Did@cTIC center and head of the department of Educational Sciences of the University of Fribourg. Her main interests in research and teaching relate to educational technology and adult learning. For many years, a special care has been given on the design and implementation of educational environments for teacher’s professional development. She is currently the Deputy Scientific Coordinator of the IST/IP/Palette project. Spyros Christodoulou is a computer engineer and member of Research Academic Computer Technology Institute in Patras, Greece since 2004. He is a graduate of Computer Engineering and Informatics Department, Patras, Greece (2001) and received his master degree in Signal Processing and Telecommunications from the same department (2003). Since 2000, he has been with CTI, published papers in a number of conferences and participated in national and European research projects. M. Cleveland-Innes is a faculty member and program director in the Center for Distance Education at Athabasca University in Alberta, Canada. She teaches Research Methods and Leadership in the graduate programs of this department. Martha has received awards for her work on the student experience in online environments and held a major research grant through the Canadian Social Sciences and Humanities Research Council. In 2009 she received the President’s Award for Research and Scholarly Excellence from Athabasca University. Her work is well published in academic journals in North America and Europe. Current research interests are in the area of leadership in open and distance higher education, teaching across the disciplines in online higher education and emotional presence in online communities of inquiry. Grazia Concilio (MSc, PhD) is a civil engineer, took her PhD in ‘Evaluation Methods for the Integrated Conservation of Environmental, Urban and Architectural Heritage’ at the Università degli Studi di Napoli Federico II, and is currently assistant professor at the Polytechnic of Milan. Her research has been mainly focussed on the implementation of methodologies and techniques of knowledge representation for decision making in spatial planning. She is recently working on methods and ICT systems to support the production and the acquisition of action-oriented knowledge. Anna De Liddo (MSc, PhD) has a background in Civil Engineering, a Master in Environmental Policy and Management and a PhD in Environmental and Urban Planning. Research interests focus on new technologies supporting knowledge representation, structuring and management, particularly with
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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
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306 Chapter 20 Conditions and Key S
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Page 353 and 354: 330 Compilation of References Abdul
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Page 389 and 390: 366 About the Contributors 1984) he
Page 391 and 392: 368 About the Contributors Christin
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