Web-based Learning Solutions for Communities of Practice

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Tackling Acceptability Issues in Communities of Practice INTRODUCTION eLogbook (http://eLogbook.epfl.ch) is a Web- Based collaborative environment particularly adapted to the needs of communities of practice (CoPs). It is developed at the Swiss Federal Institute of Technology in Lausanne (EPFL). It relies on three fundamental entities: Actors, Activities and Assets. An actor is any entity capable of initiating an event within the eLogbook workspace. An asset is any kind of resource (e.g. text documents and images) shared between community actors. An activity is the formalization of a common objective to be achieved by a group of actors. In eLogbook, the term “space” is used instead of “activity”, and these two terms are considered to be equivalent. Events related to these three entities are governed by Protocols. eLogbook supports management of invitations, roles, and deliverables for the activities; and supports access rights management for the assets. It provides personalized and context-sensitive awareness information crucial in collaborative environments (Gillet, El Helou, & et al., 2007; El Helou, Gillet, & et al., 2007). The features of eLogbook are useful to any kinds of CoPs (Rekik, Gillet, & et al., 2007). The eLogbook is a general-purpose activityoriented collaboration space that can be customized by users to serve as a task management tool as well as an asset management system allowing the collaboration around shared artifacts. Moreover, awareness services of different types are provided by eLogbook, because awareness is crucial in collaborative environments. The original interface of eLogbook environment relies on Web 2.0 technologies for enabling effective Web-based user interaction. It can be considered as a flexible and adaptive Web-based collaborative activity and asset management system or service that could easily be adopted by communities of practice. The main Web interface of eLogbook is called Context-Sensitive View. Awareness cues are embedded in the view for providing contextual information to users. Communities of practices expressed the need to work in a user-friendly environment that can serve simultaneously as a task and asset management system, a social network, and a discussion platform. The context-sensitive view was designed as a response to this need. In fact, this view consists of a central element, surrounded by three main regions, respectively dedicated to activities, assets and actors. The central element can be either an asset, an actor or an activity. Selecting an entity to become the context or the central element causes a change in the surrounding areas to display related entities, their relation with it and the eventual related actions that a user can perform on it. Consequently, just by changing the type of the focal point from an activity to an actor or an asset, the interface can serve different purposes, keeping however the same overall skeleton layout and structure. Awareness “cues” of different types are seamlessly incorporated in every area through the use of symbolic icons, colors and the manipulation of the layout order in which information is displayed. Figure 1 illustrates an example where a specific activity is chosen as the focal element. In this case, the assets posted in this activity, the actors participating in it and the other activities related to it, are displayed. As pointed out by de Moor in (de Moor & van den Heuvel, 2004) and confirmed in the framework of the Palette project (http://palette.ercim.org) through a participatory design approach (Daele, Erpicum, & et al., 2006), it is difficult for a community to select and adopt new environments and services for enhancing their practice without inducing disturbances. For the communities that have been using email as the main communication tool, email-based interface environment may be more acceptable than Web-based one. It is desirable to enable communities to choose their suitable environments. Therefore, there is a need for solutions that facilitate the introduction of advanced collaboration services in CoPs. Our assertion is that, by providing an email-based 27
Figure 1. Web-based GUI of eLogbook. interface to eLogbook, its further adoption can be strengthened and further evolutions of CoPs can be better supported. To validate this assertion, an email-based interface has been designed as described in the next section. Its acceptability is currently investigated in the framework of the Palette project with pilot CoPs. The email-based eLogbook interface enables users to manage their activities, assets, and awareness by sending emails directly to eLogbook and to receive requested information. Additionally, users can trace occurring events by receiving automatic notification emails from eLogbook. The advantages of providing an email-based interface to eLogbook are the following: • To use the email-based interface, the users’ devices only need to have email client installed. It is very common for desktop PCs, pocket PCs and even smart-phones to integrate built-in email clients. • The communication cost induced by using an email-based interface is cheaper than the Web-based one. This is still an important factor for mobile users. • The users can store emails on their devices. Afterwards, they can manage joint activities, share related assets and get 28 Tackling Acceptability Issues in Communities of Practice • • contextual awareness without connecting to the Internet. The email-based eLogbook interface provides offline information management and relies on standard email synchronization solutions. The users can send and check emails at a time of their choosing. As pull scheme, email access is intrinsically context-oriented. The rest of this paper is structured as follows. Section 2 describes work related to email-based collaborative environments. Section 3 introduces the specifications of the email-based eLogbook interface. Section 4 explains how the email-based interface facilitates eLogbook acceptance. Section 5 ends with concluding remarks. RELATED WORK Email systems are widely deployed in workflow, task and activity management systems (Dredze, Lau, & Kushmerick, 2006; Kushmerick & Lau, 2005; Siu, Iverson, & Tang, 2006; Tailby, Dean, & et al., 2006; Whittaker, Bellotti, & Gwiydka, 2006). Workflow systems specify and monitor evolution of business processes. Email usually does not
Page 1 and 2: www.dbebooks.com - Free Books & mag
Page 3 and 4: Director of Editorial Content: Kris
Page 5 and 6: Editorial Advisory Board Anil Aggar
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
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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: 26 ABSTRACT Chapter 3 Tackling Acce
Page 53 and 54: Figure 2. System flow for the email
Page 55 and 56: submission or validation of deadlin
Page 57 and 58: Figure 7. Body of the email of crea
Page 59 and 60: The email-based eLogbook interface
Page 61 and 62: 38 Chapter 4 Supporting Communities
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Page 67 and 68: non-virtual spaces, candidate tools
Page 69 and 70: Compendium allows CoP members to cu
Page 71 and 72: lowing synchronous update of both C
Page 73 and 74: around the shared goal to enhance t
Page 75 and 76: community of farmers which is used
Page 77 and 78: REFERENCES Brown, J. S., & Duguid,
Page 79 and 80: est attain the educational goal. Th
Page 81 and 82: And here is where new technologies
Page 83 and 84: tion of such paths delivers a longe
Page 85 and 86: Figure 2. A snapshot of an activity
Page 87 and 88: Figure 3. A view of the course mult
Page 89 and 90: Henry, G. (2004, September). Connex
Page 91 and 92: defines a CoP as follows: “Commun
Page 93 and 94: ested in learning from each other i
Page 95 and 96: nize clearly how to begin a story,
Page 97 and 98: Figure 2. Story Development Phases
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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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CoPs, key success factors in the cu
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R Reactive Level 236 REGRET reputat
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