Web-based Learning Solutions for Communities of Practice

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Index A activity management 28, 36 advanced reasoning mechanisms 128 affinity 86, 87, 88 ambient video awareness 95, 97, 98, 108, 109 Argentine IT Professionals Forum (ITPF) 285 argumentative collaboration 128, 129, 130, 131, 132, 133, 134, 135, 138, 140 asset management 26, 27, 36 asynchronous JavaScript and XML (AJAX) 67, 77, 78, 81, 82 augmented reality (AR) 185, 186, 187, 188, 189, 190, 195, 196, 197, 198, 199, 200, 201, 202, 203, 205, 206, 207 automatic matching and transformation 18 automatic matching and transformation service 18, 19 automatic structure transformation 13 B background channels 110 back office 287 benchmarking 269, 270 C case study methodology 316 citizen engagement 275 clustering 85, 87, 88, 89, 90, 91, 92, 93 cognitive personality 113, 116, 117, 121, 123 cognitive personality style 116, 117, 119, 121, 123 cognitive styles 123, 124, 125, 126 collaboration support systems 83, 86, 87 collaboration systems 85, 86 Copyright © 2010, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. 369 collaborative argumentation 38, 39, 41, 42, 43, 48 collaborative environments, hybrid 39, 49, 53 collaborative learning 113, 114, 121 communities of practice (CoPs) 1, 2, 3, 4, 5, 9, 10, 11, 13, 14, 16, 17, 20, 22, 23, 27, 28, 36, 39, 40, 41, 45, 46, 48, 49, 50, 51, 53, 57, 67, 68, 69, 70, 74, 76, 78, 79, 80, 81, 84, 86, 87, 90, 91, 95, 96, 97, 107, 108, 109, 110, 112, 129, 134, 140, 141, 160, 211, 213, 229, 230, 231, 232, 233, 234, 235, 238, 246, 247, 248, 250, 251, 252, 253, 263, 264, 265, 266, 267, 271, 281, 286, 287, 292, 294, 296, 298, 306, 307 Community Manager Agent 244 Compendium (sense-making tool) 38, 39, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 53, 54 CONNECT 185, 187, 188, 189, 190, 191, 192, 198, 203, 205, 206, 207 constraint matching 20 constructivism paradigm 251 content delivery system (CDS) 257 conversational modeling (CM) 41, 42 CoPe_it! 38, 39, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 91, 129, 130, 134, 135, 136, 137, 139, 140 CoPs creation, technology as a support or purpose 324 CoPs, cultivation considerations for 312 CoPs, four characteristics of 311 CoPs, hybrid (HCoPs) 39, 40, 48, 49, 53 CoPs, implementing and operating 312 CoPs, in organizational contexts 309 CoPs, interest in the creation of 322
CoPs, key success factors in the cultivation of 314 CoPs, online 84, 86 CoPs, structural design of 321 CoPs, three characteristics of 310 CoPs, virtual (VCoPs) 13, 40, 41, 42, 43, 45, 46 CoPs, within the context of social learning theory 308 creation of communities, organic or pomoted? 319 D data mining 83, 85, 86, 88, 91, 92 decision making 128, 129, 130, 133, 134, 135, 136, 139, 140, 142 Deliberative-Social Level 238 dialogue mapping 41, 42 digital divide 253 digital library 263, 267, 269, 274, 275, 276, 280, 281, 282, 283, 337 distance education 156, 157, 159, 165 distance learning 12, 55, 56, 57, 63, 65, 66, 156, 158, 160, 162, 164 document restructuring 18, 21 document reuse 14, 18, 22, 23 documents, structured 14, 15, 16, 17, 18, 19, 22, 23, 24 document structure 13, 15 E e-commerce 273 educational process 56, 57, 62, 65 e-facilitators 1, 2, 4, 5, 6, 10 e-feedback 1, 2, 4, 5, 6, 8, 9, 10, 11 e-feedback qualitative study 1 e-government 285, 288, 291, 298 e-learning 1, 2, 165, 166 eLogbook collaborative environment 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36 eLogbook interface 26, 28, 32, 33, 35, 36 email-based interface 27, 28, 29, 30, 31, 35 emergence 129, 130, 132, 133, 134, 135, 136, 141 emotional processing 115, 118 emotion regulation mechanisms 119 370 Index eTopia 267, 276 evolution primitives 21, 22 EXPLOAR 185, 187, 192, 193, 194, 195, 196, 197, 198, 205, 206, 207 extended event 95, 97, 99, 100, 101, 104, 106, 107, 108, 109, 110 extensible templates for interactive guided edition of resources (XTiger) 16, 18, 21, 22 F feedback 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12 FlashMeeting (FM) 95, 97, 98, 99, 100, 101, 103, 104, 105, 106, 111 foreground channels 108 front office 287 G graph-theoretic model 58, 60 group learning 151, 153 H hard knowledge 57 Hexagon (applet) 95, 97, 98, 99, 100, 101, 105, 106, 107, 108, 109, 111 Hot Air Balloon 185, 198, 200, 203, 205 humanist theory of learning 3 hybrid classes 157, 158, 161, 162, 163 hypermedia 38, 39, 41, 42, 45, 48, 49 I incremental formalization 129, 130, 134, 140, 142 information and communication technologies (ICT) 291, 296 288 information and communication technologies (ICT) network 287 information society 299 inquiry learning forum (ILF) 220, 229 IntelCities 263, 264, 266, 267, 268, 269, 270, 337, 273, 274, 275, 276, 280, 281, 282 INTELCITY 281, 282, 347 intelligent agents 231, 232 intrinsic motivation 185
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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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308 Conditions and Key Success Fact
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Page 341 and 342: 318 Conditions and Key Success Fact
Page 353 and 354: 330 Compilation of References Abdul
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Page 391: 368 About the Contributors Christin
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