Web-based Learning Solutions for Communities of Practice

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Advances in Web-based Learning Series (AWBL) ISBN: Pending Editor-in-Chief: Nikos Karacapilidis, University of Patras, Greece Web-Based Education and Pedagogical Technologies: Solutions for Learning Applications Liliane Esnault; EM Lyon, France IGI Publishing • copyright 2007 • 300+ pp •H/C (ISBN: 978-1-59904-525-2) • US $99.95 (our price) The rapid development and expansion of Web-based technologies has vast potential implications for the processes of teaching and learning world-wide. Technological advancements of Web-based applications strike at the base of the education spectrum; however, the scope of experimentation and discussion on this topic has continuously been narrow. Web-Based Education and Pedagogical Technologies: Solutions for Learning Applications provides cutting-edge research on such topics as network learning, e-learning, managing Web-based learning and teaching technologies, and building Web-based learning communities. This innovative book provides researchers, practitioners, and decision makers in the field of education with essential, up-to-date research in designing more effective learning systems and scenarios using Web-based technologies. The Advances in Web-based Learning (AWBL) Book Series aims at providing an in-depth coverage and understanding of diverse issues related to the application of web-based technologies for facilitating and augmenting learning in contemporary organizational settings. The issues covered address the technical, pedagogical, cognitive, social, cultural and managerial perspectives of the Web-based Learning research domain. The Advances in Web-based Learning (AWBL) Book Series endeavors to broaden the overall body of knowledge regarding the above issues, thus assisting researchers, educators and practitioners to devise innovative Web-based Learning solutions. Much attention will be also given to the identification and thorough exploration of good practices in developing, integrating, delivering and evaluating the impact of Web-based Learning solutions. The series intends to supply a stage for emerging research in the critical areas of web-based learning to further expand to importance of comprehensive publications on these topics of global importance. Hershey • New York Order online at www.igi-global.com or call 717-533-8845 x10 – Mon-Fri 8:30 am - 5:00 pm (est) or fax 24 hours a day 717-533-8661
Editorial Advisory Board Anil Aggarwal, University of Baltimore, USA Werner Beuschel, University of Applied Science Brandenburg, Germany Katy Campbell, University of Alberta, Canada Brian Corbitt, Deakin University, Australia Larbi Esmahi, Athabasca University, Canada Emmanuel Fernandes, Université de Lausanne, Suisse Mehdi Ghods, The Boeing Company, USA Vivien Hodgson, University of Lancaster, UK Nikos Karacapilidis, University of Patras, Greece Philippe Koch, IBM Learning Solutions, France Yair Levy, Nova Southeastern University, USA John Lim, National University of Singapore, Singapore Moez Limayem, University of Arkansas, USA Gord McCalla, University of Saskatchewan, Saskatoon, Canada David McConnell, Lancaster University, UK Colin McCormack, University College Cork, Ireland Eugenia Ng, Hong Kong Institute of Education, China Katia Passerini, New Jersey Institute of Technology, USA Marisa Ponti, IT Universitetet, Sweden Mahesh S. Raisinghani, Texas Woman's University, USA Janine Schmidt, McGill University, Canada MinnieYi-Min Yen, University of Anchorage, Alaska Romain Zeiliger, Gate-CNRS, Ecully, France Witold Abramowicz, Poznan University of Economics, Poland Dimosthenis Anagnostopoulos, Harokopio University of Athens, Greece Antonio Cartelli, University of Cassino, Italy Tang Changjie, Sichuan University, China Sherry Y. Chen, Brunel University, UK Amita G. Chin, Virginia Commonwealth University, USA Cesar Alberto Collazos O., University of Cauca, Popayán, Colombia Martin Crossland, Oklahoma State University, Tulsa, USA Maria Manuela Cunha, Polytechnic Institute of Cavado, Portugal Amaury Daele, University of Fribourg, Switzerland
Page 1 and 2: www.dbebooks.com - Free Books & mag
Page 3: Director of Editorial Content: Kris
Page 7 and 8: Table of Contents Preface .........
Page 9 and 10: Chapter 11 An Organizational Knowle
Page 11 and 12: Detailed Table of Contents Preface
Page 13 and 14: Chapter 6 Using Storytelling as the
Page 15 and 16: Chapter 11 An Organizational Knowle
Page 17 and 18: Chapter 17 A Process-Oriented and T
Page 19 and 20: xviii Preface For more than ten yea
Page 21 and 22: xx (Greece) - by focusing on the pa
Page 23 and 24: xxii Advances reported in this book
Page 25 and 26: This chapter discusses the prelimin
Page 27 and 28: which will ultimately influence the
Page 29 and 30: Table 2. Facilitator 2 feedback SOL
Page 31 and 32: “Focus on reading peers’ posts
Page 33 and 34: • Feedback must be useful and for
Page 35 and 36: Schunk, D. H., & Lilly, M. W. (1984
Page 37 and 38: able to others (Wenger, 1998). With
Page 39 and 40: equire structure transformation att
Page 41 and 42: are often manually encoded on a cas
Page 43 and 44: context within the target template.
Page 45 and 46: tives have been negotiated with CoP
Page 47 and 48: Brown, H., & Cole, F. C. (1992). Ed
Page 49 and 50: 26 ABSTRACT Chapter 3 Tackling Acce
Page 51 and 52: Figure 1. Web-based GUI of eLogbook
Page 53 and 54: 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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330 Compilation of References Abdul
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Balasubramanian, S., & Mahajan, V.
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Buckingham Shum, S. (2007). Hyperme
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Curwell, S., Deakin, M., Cooper, I.
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Dretske, F. (1991). Explaining beha
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Gebert, H., Geib, M., Kolbe, L., Br
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Han, J., & Kamber, M. (2001). Data
Page 367 and 368:
Jain, A. K., & Dubes, R. C. (1988).
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Klijn, E., & Coppenhan, J. (2000).
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Loyarte, E., & Rivera, O. (2007). C
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O’Reilly, T. (2005). What is Web
Page 375 and 376:
Roberts, J. (2006). Limits of commu
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Sharda, N. (2006). Applying movemen
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Tailby, R., Dean, R., Milnerm, B.,
Page 381 and 382:
Wenger, E., White, N., Smith, J., &
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360 About the Contributors empirica
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362 About the Contributors is also
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364 About the Contributors Loïc Me
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366 About the Contributors 1984) he
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368 About the Contributors Christin
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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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