Web-based Learning Solutions for Communities of Practice

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Using Storytelling as the Pedagogical Model for Web-Based Learning STAGE-2 B1 Problem: Why is electric current important?B1 Solution: Explain the importance of electric current. B1,B2 Many people die of electric shock. B1,M2 Understand and respect electric current, not be afraid of it. B1,E2 Electric current is useful for running appliances.M1 Problem: How is electric current defined?M1 Solution: Define and exemplify electric current. M1,B2 Amperes = Coulombs / second. M1,M2 It’s like watching Coulombs as water in a river, and count how many go past in one second. M1,E2 Demonstrate the effect of electric current through multimedia and multi-sensory experience.E1 Problem: What determines electric current strength?E1 Solution: Link to Ohm’s Law. Explain alternating and direct current. E1,B2 Current depends upon voltage and resistance. E1,M2 Ohm’s Law: I = V/R E1,E2 Current can be direct or alternating. The Stage-2 story is then expanded further using the B, M, E expansion recursively. In the Stage-3 story, only some of the story units from Stage-2 have been expanded. The remaining story units are left for the reader to expand themselves. STAGE-3 B1 Problem: Why is electric current Important?B1 Solution: Explain the importance of electric currentB1, B2 Problem: Cause and effect of electric shockB1, B2 Solution: Many people die of electric shock B1,B2,B3 Video clip of a person getting a shock B1,B2,M3 Explain the reason for the shock B1,B2,E3 Ask, “So what is electric current?”B1, M2 Problem: How should we treat electric current?B1, M2 Solution: Understand and respect electric current, not be afraid of it. B1,M2,B3 (Left un-instantiated B1,M2,M3 for the reader to B1,M2,E3 try out some options)B1, E2 Problem: How do we use electric current?B1, E2 Solution: Electric current is useful for running appliances B1,E2,B3 (Left un-instantiated B1,E2,M3 for the reader to) B1,E2,E3 try out some options)M1 Problem: How is electric current defined?M1 Solution: Define, exemplify and inject electric currentM1, B2 Problem: What are the units of electric current?M1, B2 Solution: Amperes = Coulombs / second M1,B2,B3 (Left un-instantiated M1,B2,M3 for the reader to M1,B2,E3 try out some options)M1, M2 Problem: How to visualize electric currentM1, M2 Solution: Watching Coulombs go past M1,M2,B3 Animation of Coulombs (blobs) going past. M1,M2,M3 Update a counter M1,M2,E3 Show Ampere value rises and falls as Coulombs go past at different speeds.M1, E2 Problem: How does electric current feel?M1, E2 Solution: Demonstrate the effect of currents with a sensory experience M1,E2,B3 Ask the user to hold two probes interfaced to a constant low current generator. M1,E2,M3 Increase current through the circuit. Display current in (mille) Amperes. M1,E2,E3 Explain the physiological effect of current on the body.E1 Problem: How do we calculate electric current?E1Solution: Link to Ohm’s Law. Explain alternating and direct current. E1,B2 Current depends upon voltage and resistance E1,M2 Ohm’s Law: V = IR E1,E2 Current can be direct or alternating. The Stages-3 story expansion is given here to show how the MOD process can be applied recursively to create a story plot, i.e. to deter- 73
Figure 2. Story Development Phases mine the events that should make up the story. However, any story unit can in instantiated in more ways than one, giving multiple story plots. Furthermore, any given story plot can have different narratives, i.e. the sequence in which these events are presented. Thus, MOD provides a systematic process for brainstorming and creating one or more story plots based on a concept; thus one can explore various narrative options for the plot. As multiple story plots can be created for one story, we need to develop methodologies for testing their effectiveness to select the most effective plot before developing the final presentation. The development of a complete presentation is a rather expensive exercise and a waste of time and resources if the presentation does not have an engaging plot and narrative. Therefore, before incurring the cost of authoring a complete story as a multimedia presentation it should be tested with prospective users to get their feedback on their experience with the various plots and their narrative options, to select the most effective one. However, this testing aspect is beyond the scope of this chapter. 74 Using Storytelling as the Pedagogical Model for Web-Based Learning MOD Based Story Development MOD provides a systematic process to develop educational stories beginning with just a topic, or with a collection of experiences that one wishes to share in a CoP. Such a story can be viewed as comprising the experiences arranged as a narrative, where the experiences will convey the meaning, and the narrative will provide an envelope to delivery these experiences as an engaging story. Story Development Phases MOD-based story development can be broken into the following five main phases, shown in figure 2. The Story Concept is the apex of this triangular model, representing the high-level story idea that needs to be expanded step-by-step to author the story. This transformation of the Story Concept into a presentable story can be broken in to the following five phases (Sharda, 2007). Phase 1: Articulate Story Concept: Start by articulating the story concept, and brainstorm and record various options for BME components,
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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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Schunk, D. H., & Lilly, M. W. (1984
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able to others (Wenger, 1998). With
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equire structure transformation att
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are often manually encoded on a cas
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context within the target template.
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Page 49 and 50: 26 ABSTRACT Chapter 3 Tackling Acce
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Page 77 and 78: REFERENCES Brown, J. S., & Duguid,
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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
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Page 99 and 100: Figure 3. Story Designed to move Em
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Page 113 and 114: approaches concerning social networ
Page 115 and 116: REFERENCES Ackerman, M. S. (1998).
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Page 121 and 122: communication tools, see Weinberger
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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
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Page 133 and 134: ing its course. During an extended
Page 135 and 136: Dourish, P. (2006). Re-space-ing pl
Page 137 and 138: INTRODUCTION 114 Individual Learnin
Page 139 and 140: 116 Individual Learning and Emotion
Page 141 and 142: Emotional Processing 118 Individual
Page 143 and 144: The Paradigm of CSA 120 Individual
Page 145 and 146: 122 Individual Learning and Emotion
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124 Individual Learning and Emotion
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126 Individual Learning and Emotion
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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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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
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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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