Web-based Learning Solutions for Communities of Practice

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Index ITPF 286, 287, 289, 292, 293, 298 ITPF coordinator 290 K KMSs success 210, 211, 213 knowledge circulation management 143, 144, 146 knowledge management (KM) 38, 39, 41, 42, 45, 210, 211, 212, 213, 214, 215, 337, 221, 222, 250, 253, 254, 257, 259, 263, 267, 271, 275, 282, 286, 294, 298, 324 knowledge management systems (KMSs) 210, 211, 212, 213, 214, 215, 216, 218, 219, 220, 221, 222, 223, 228, 229, 231, 263, 267, 274, 275, 276, 277, 280, 281 knowledge structures 129, 133, 134, 135, 137, 138, 139, 140 knowledge work 38, 48 L label matching 20 Latin American School of Social Sciences (FLACSO) 289 learner classification 146, 147, 154 learner role requirements 167, 169 learning content management system (LCMS) 257, 258 learning design 56, 60, 66 learning design repository 143, 145, 154 learning management system (LMS) 257, 258 learning scenario 190, 198 learning styles 113, 114, 116, 117, 119, 120, 121, 123, 124, 125, 126 LICAP-LD model 150 LINUX 295 M management information systems (MIS) 213, 220, 224, 225, 227, 228 Manager Agent 239, 240, 244 matching nodes 20 matching techniques 13, 19, 22 the McKee Principle 70, 75, 81, 82 mentoring system 143, 144, 146, 147, 149, 150 message construction 146, 147 movement oriented design (MOD) 67, 68, 70, 71, 72, 73, 74, 76, 78, 79, 80, 81 multi-agent architecture 230, 231, 233, 234, 235 multimedia 42 Myers Briggs Type Indicator (MBTI) 114, 116, 117, 125 N narrative development workshop 81 network 292 new public management (NPM) 286, 287, 288 O online classes 156, 157, 160, 162 online communities 95, 97, 99, 108 online education 164, 167, 168, 179, 182, 183 online educational community 167, 168 online enrollments 167 online environments 168, 172, 180 online experience, five areas of 167 online interactions 178 online learning 1, 2, 3, 4, 9, 160 online learning adjustment 167, 168, 172 online students 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12 open and distance learning (ODL) 55, 56, 58, 62, 63, 66 organizational learning 264 P pedagogy 69, 70, 78 personality psychometric tools 114 personality theories 117, 120, 123 personality traits 114 personalization 113, 114, 115, 121, 122, 123, 124, 125 psychological arousal 118, 119 Q quality e-feedback 1, 2, 4, 11 quality feedback 2, 10 quality improvement tool 4 quality management 2, 11 371
R Reactive Level 236 REGRET reputation model 244, 248 role adjustments 168, 169, 170, 171, 179, 182, 183 role making 170 S schema evolution 21, 24 schema matching 19, 20 science center 185, 187, 192, 198, 200, 202, 203, 205, 206, 207, 208 science museum 185, 187, 189, 191, 192, 194, 195, 196 Semantic Web technologies 218 sensemaking 39, 42, 132, 133, 134, 135, 140 service quality assessments 1 shared learning 113, 123 SNA metrics 83, 86, 87, 89, 90, 91 social development theory 2 social identity theory 219, 220, 228 social learning theory 1, 2, 3, 4, 5, 8, 9, 10, 11 social network analysis (SNA) 84, 85 social networks 27, 156, 158, 161 social network theory 219 social software 26 soft knowledge 57, 58 story 67, 68, 70, 71, 72, 73, 74, 75, 76, 80, 81, 82 story development 67, 72, 74, 75, 80 storytelling 67, 68, 70, 71, 75, 76, 77, 78, 79, 80, 81 structural matching 20 structural matching techniques 20 structure and instances evolution 13 synchronous tools 95, 97, 100, 108, 110, 111 372 T Index task technology fit (TTF) model 213 technology acceptance model (TAM) 213 template-driven editing 16, 22 template-driven evolution 18, 20, 21, 22, 23 template driven evolution service 18, 22 template production 16 templates 16, 17, 18, 20, 21, 22, 23, 24 template tree 20 traditional classes 157 trust model 230, 231, 233, 234, 235, 240, 243, 246 U understanding level model 143, 151, 153 user acceptability 28, 35 V videoconference 95, 96, 98, 110 video meeting 95, 98, 101, 104 virtual communities of practice (VCoPs) 249, 250, 251, 252, 253, 254, 259 virtual eBMS 249, 250, 253, 254, 255, 256, 257, 258, 259, 260 virtual learning 158 virtual science thematic park 187, 188, 189, 203 W Web 2.0 130, 131, 140, 141, 142 Web-based technologies 156 Web interface 27, 31, 35 Web mining 55 wicked problems 128, 129, 141 X XML schema evolution 21, 24 XML structure/data evolution 21 XML structures matching 19
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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 343 and 344: 320 Conditions and Key Success Fact
Page 353 and 354: 330 Compilation of References Abdul
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Page 373 and 374: O’Reilly, T. (2005). What is Web
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Page 377 and 378: Sharda, N. (2006). Applying movemen
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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
Page 389 and 390: 366 About the Contributors 1984) he
Page 391 and 392: 368 About the Contributors Christin
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