Web-based Learning Solutions for Communities of Practice

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Chapter 5 Using Graphs in Developing Educational Material ............................................................................. 55 Thanassis Hadzilacos, Open University of Cyprus, Cyprus & Research Academic Computer Technology Institute, Patras, Greece Dimitris Kalles, Hellenic Open University, Greece Dionysis Karaiskakis, Hellenic Open University, Greece Maria Pouliopoulou, Research Academic Computer Technology Institute, Greece Chapter 6 Using Storytelling as the Pedagogical Model for Web-Based Learning in Communities of Practice .................................................................................................................................................. 67 Nalin Sharda, Victoria University, Australia Chapter 7 Mining Unnoticed Knowledge in Collaboration Support Systems ...................................................... 83 George Gkotsis, University of Patras, Greece Nikos Tsirakis, University of Patras, Greece Chapter 8 Live Virtual Technologies to Support Extended Events in Online Communities of Practice .............. 95 Eleftheria Tomadaki, Knowledge Media Institute, The Open University, UK Peter J. Scott, Knowledge Media Institute, The Open University, UK Kevin A. Quick, Knowledge Media Institute, The Open University, UK Chapter 9 Individual Learning and Emotional Characteristics in Web-based Communities of Practice ........... 113 Nikos Tsianos, National & Kapodistrian University of Athens, Greece Zacharias Lekkas, National & Kapodistrian University of Athens, Greece Panagiotis Germanakos, University of Cyprus, Cyprus Constantinos Mourlas, National & Kapodistrian University of Athens, Greece Chapter 10 From ‘Collecting’ to ‘Deciding’: Facilitating the Emergence of Decisions in Argumentative Collaboration ...................................................................................................................................... 128 Manolis Tzagarakis, Research Academic Computer Technology Institute, Greece Nikos Karousos, Research Academic Computer Technology Institute, Greece Giorgos Gkotsis, Research Academic Computer Technology Institute, Greece Vasilis Kallistros, Research Academic Computer Technology Institute, Greece Spyros Christodoulou, Research Academic Computer Technology Institute, Greece Christos Mettouris, Research Academic Computer Technology Institute, Greece Panagiotis Kyriakou, Research Academic Computer Technology Institute, Greece Dora Nousia, Research Academic Computer Technology Institute, Greece
Chapter 11 An Organizational Knowledge Circulation Management System for Universities ............................ 143 Toshie Ninomiya, The University of Electro-Communications, Japan Fumihiko Anma, The University of Electro-Communications, Japan Toshio Okamoto, The University of Electro-Communications, Japan Chapter 12 Using Web-Based Technologies and Communities of Practice for Transformative Hybrid and Distance Education ...................................................................................................................... 156 Nory Jones, University of Maine, USA Omar J. Khan, University of Maine, USA Chapter 13 The Role of Learner in an Online Community of Inquiry: Instructor Support for First-time Online Learners ................................................................................................................................. 167 Martha Cleveland-Innes, Athabasca University, Canada Randy Garrison, The University of Calgary, Canada Chapter 14 Visualising the Invisible in Science Centres and Science Museums: Augmented Reality (AR) Technology Application and Science Teaching ................................................................................. 185 Hannu Salmi, University of Helsinki, Finland Sofoklis Sotiriou, Ellinogermaniki Agogi Foundation, Greece Franz Bogner, University of Bayreuth, Germany Selected Readings Chapter 15 A Proposed Framework for Designing Sustainable Communities for Knowledge Management Systems ........................................................................................................................ 210 Lakshmi Goel, University of Houston, USA Elham Mousavidin, University of Houston, USA Chapter 16 An Agent System to Manage Knowledge in CoPs ............................................................................ 230 Juan Pablo Soto, University of Castilla - La Mancha, Spain Aurora Vizcaíno, University of Castilla - La Mancha, Spain Javier Portillo-Rodríguez, University of Castilla - La Mancha, Spain Mario Piattini, University of Castilla - La Mancha, Spain
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: Table of Contents Preface .........
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
Page 57 and 58: 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 351 and 352:
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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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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
Page 377 and 378:
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., &
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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