Web-based Learning Solutions for Communities of Practice

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Jan Frick, Stavanger University College, Norway Martin Gaedke, Universität Karlsruhe, Germany Cesar Garita, University of Amsterdam, The Netherlands George Ghinea, Brunel University, UK Danièle Herrin, Univeristé de Montpellier, Montpellier, France Ikuo Kitagaki, Hiroshima University, Japan VP Kochikar, Infosys Technologies, India Andy Koronios, University of South Australia, Australia List of Reviewers Aida Boukottaya, University of Fribourg, Switzerland Amaury Daele, University of Fribourg, Switzerland Sandy El Helou, École Polytechnique Fédérale de Lausanne, Switzerland George Gkotsis, University of Patras, Greece Markos Hatzitaskos, University of Patras, Greece Vasilis Kallistros, Research Academic Computer Technology Institute, Greece Nikos Karousos, Research Academic Computer Technology Institute, Greece Stéphane Sire, École Polytechnique Fédérale de Lausanne, Switzerland Eleftheria Tomadaki, Knowledge Media Institute, The Open University, UK Nikos Tsianos, National & Kapodistrian University of Athens, Greece Manolis Tzagarakis, Research Academic Computer Technology Institute, Greece
Table of Contents Preface ..............................................................................................................................................xviii Chapter 1 The Impact of Quality E-Feedback as an Element of Social Learning Theory Applied in the Context of E-Learning Communities of Practice ................................................................................... 1 Evelyn Gullett, Universitas 21 Global, Germany Chapter 2 A Document Reuse Tool for Communities of Practice ........................................................................ 13 Aida Boukottaya, University of Fribourg, Switzerland Bernadette Charlier, University of Fribourg, Switzerland Micaël Paquier, EPFL, Switzerland Loïc Merz, EPFL, Switzerland Stéphane Sire, EPFL, Switzerland Christine Vanoirbeek, EPFL, Switzerland Chapter 3 Tackling Acceptability Issues in Communities of Practice by Providing a Lightweight Email-Based Interface to Social Software ........................................................................................... 26 Chiu Man Yu, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland Denis Gillet, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland Sandy El Helou, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland Christophe Salzmann, École Polytechnique Fédérale de Lausanne (EPFL), Switzerland Chapter 4 Supporting Communities of Practice by Advancing Knowledge Management between Hybrid Collaborative Environments .................................................................................................... 38 Anna De Liddo, Open University, UK Grazia Concilio, Politecnico di Milano, Italy
Page 1 and 2: www.dbebooks.com - Free Books & mag
Page 3 and 4: Director of Editorial Content: Kris
Page 5: Editorial Advisory Board Anil Aggar
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
Page 55 and 56: 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
Page 363 and 364:
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).
Page 369 and 370:
Klijn, E., & Coppenhan, J. (2000).
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Loyarte, E., & Rivera, O. (2007). C
Page 373 and 374:
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., &
Page 383 and 384:
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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