Web-based Learning Solutions for Communities of Practice

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Using Graphs in Developing Educational Material coherent and connected components considered to be faster to compute and easier to find. There exist legitimate arguments about the computational cost of graph-based algorithms for inferring usage patterns (Pierrakos et al., 2003). However, if we can agree that our a posteriori analysis of the usage (by various users) of a Learner’s ODL course will be used to improve its presentation and organization in a future version (thus, we do not focus on providing immediately customizable content), then these arguments are not related to our employing of the graph-based representation. Nevertheless, web usage mining is a complicated, of course, as it involves data preprocessing, pattern discovery and pattern analysis (Srivastava, Cooley, Deshpande, & Tan, 2000). Data used for these procedures can be related to content (the real data in the Web Pages), structure (data describing the organization of the content), usage (data describing the pattern of usage in web pages) and user profile (data providing demographic information) (Srivastava et al., 2000). Industrial reports (also based on anecdotal data) suggest that the data pre-processing can easily take up 80% to 95% of a project’s time and resources (Edelstein, 2001). The technical challenge is how to relate the relatively flat structure of web log files with the apparently deep structure of learning experiences (therein, we note again the introduction of cycles in experience paths). Our approach is to specify the course multi-graph in advance (php scripts interfacing to a mySql database were embedded in the course’s html code). This approach is supported by the published experience in a similar project (Marquardt, Becker, & Ruiz, 2004), where the difficulties of developing a data pre-processing environment are set out for a case study in a distance learning educational domain. A coarse example of these concepts is shown below. Figure 3 demonstrates the course multigraph structure, as specified by the course designer (actually, it is a view of the multi-graph where, for the sake of conciseness, we have only included learning activities). Figure 4 shows a learner’s path during a single learning session in the course, with nodes being numbered according to the relative order of visit. We also used a slight variant of the above mechanism to implement the note-passing mechanism between students and tutors (as described in Section 3). However, for this particular aspect of the Learner’s ODL course, we are investigating the usefulness of open-source asynchronous discussion forum systems (and the extent to which they might accommodate the multi-graph specification as opposed to programming it from scratch). The generalization of the above implementation to compute shared paths between collaborative (or non-) co-workers (students, tutors) is relatively easy. However, the visualization of those shared paths necessarily raises the issue of how to accommodate in the relatively limited estate of a computer screen the individual interactions of team members with the same material. While web usage mining applications are close to this problem, understanding which shared paths are meaningful and which are not will initially entail the close scrutiny by knowledgeable experts. CONCLUSION Like many other open universities, the Hellenic Open University (HOU) has gradually embarked on e-learning initiatives, spanning from virtual classrooms, to discussion forums and to the mass-scale development of complementary on-line material. The HOU has lately completed a major transition to a common commercial portal platform and has initiated the installation and operation of an open-source digital asset management system as well as a commercial SCORM-compliant authoring tool. Deploying the newly-developed courses on that platform will allow for the production and sophisticated analysis of log files, according to the principles (and, mostly, to the ideas) outlined above. We are also experimenting with 63
Figure 3. A view of the course multi-graph Figure 4. A visitor’s path through the course 64 Using Graphs in Developing Educational Material
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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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Page 39 and 40: equire structure transformation att
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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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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
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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
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Page 85: Figure 2. A snapshot of an activity
Page 89 and 90: Henry, G. (2004, September). Connex
Page 91 and 92: defines a CoP as follows: “Commun
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Page 95 and 96: nize clearly how to begin a story,
Page 97 and 98: Figure 2. Story Development Phases
Page 99 and 100: Figure 3. Story Designed to move Em
Page 101 and 102: 2. Some differences in JavaScript i
Page 103 and 104: However, bringing in a new practice
Page 105 and 106: Backbase. (2008). AJAX in enterpris
Page 107 and 108: through continuous learning (Rosenb
Page 109 and 110: do with web-based collaboration sys
Page 111 and 112: Artificial Intelligence. More preci
Page 113 and 114: approaches concerning social networ
Page 115 and 116: REFERENCES Ackerman, M. S. (1998).
Page 117 and 118: the describing more than one cluste
Page 119 and 120: eing ‘online’ or ‘offline’
Page 121 and 122: communication tools, see Weinberger
Page 123 and 124: learn community booked 147 meetings
Page 125 and 126: 102 Live Virtual Technologies to Su
Page 127 and 128: Annotating FM text chat transcripts
Page 129 and 130: community members were discussing t
Page 131 and 132: chats taking place at this time, on
Page 133 and 134: ing its course. During an extended
Page 135 and 136: 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
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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.,
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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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