Community of practice
| Community of practice|
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|Related keyword(s)||Wiki-based community of practice|
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Community of practice is included as keyword or extra keyword in 0 datasets, 0 tools and 9 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Towards an ontological approach to enrich a community of interest in orthopaedic specialty||Riu M.E.
|Proceedings of the 2012 4th International Conference on Intelligent Networking and Collaborative Systems, INCoS 2012||English||2012||A community of interest is helpful to professionals to assemble around a common interest and exchange information and experiences. However, the most used communities are too general for some specific areas and they are unable to store and classify relevant information for the community users. In this paper, we propose an approach that can be integrated with existent communities of practice. Moreover, it allows to specify and share the information relevant to the community of practice of orthopaedic based on a wiki. Instead of using a generic wiki where the knowledge is stored in textual format, a semantic wiki is used. This semantic tool, combined with an ontology description of the domain, stores the information in a computer readable format that could provide in the future additional advanced services to the community professionals.||0||0|
|Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning||Rebecca Reynolds
|Educational Technology Research and Development||English||2011||This implementation study explores middle school, high school and community college student experiences in Globaloria, an educational pilot program of game design offered in schools within the U. S. state of West Virginia, supported by a non-profit organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning making and critique of the program, in their own words. The study's data source was a mid-program student feedback survey implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a design-based research process, several themes emergent in the data tie into recent debates in the education literature around discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination theory, and the productive failure phenomenon.||0||0|
|Creating online collaborative environments for museums: A case study of a museum wiki||Alison Hsiang-Yi Liu
Jonathan P. Bowen
|Int. J. Web Based Communities||English||2011||Museums have been increasingly adopting Web 2.0 technology to reach and interact with their visitors. Some have experimented with wikis to allow both curators and visitors to provide complementary information about objects in the museum. An example of this is the Object Wiki from the Science Museum in London. Little has been done to study these interactions in an academic framework. In the field of knowledge management, the concept of 'communities of practice' has been posited as a suitable structure in which to study how knowledge is developed within a community with a common interest in a particular domain, using a sociological approach. Previously this has been used in investigating the management of knowledge within business organisations, teachers' professional development, and online e-learning communities. The authors apply this approach to a museum-based wiki to assess its applicability for such an endeavour. Copyright||0||0|
|The FEM wiki project: A conversion of a training resource for field epidemiologists into a collaborative web 2.0 portal||Kostkova P.
|Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering||English||2011||While an ever increasing popularity of online wiki platforms, user-tagging tools, blogs, and forums is the core characteristic of the Web 2.0 era, converting an existing high-quality training module into a collaborative online space for an active community of practice (CoP) while preserving its quality approval processes is a challenging task. This is the aim of the ECDC-funded Field Epidemiology Manual (FEM) wiki project, based on training resources organized in 17 chapters developed for the European EPIET epidemiology training programme. This paper describes the challenges, solutions, and development processes behind the FEM wiki portal - an online collaborative Web 2.0 platform taking advantage of the user-generated input while preserving the structure, editorial processes and style of the existing FEM manual. We describe the need for ECDC-recognised content and discuss the editorial roles developed in this European project but applicable to any other training resource converted into an online wiki platform.||0||0|
|Understanding and supporting online communities of practice: Lessons learned from Wikipedia||Xuan Zhao
|Educational Technology Research and Development||English||2011||In order to seek more effective ways to design and support online communities of practice, we examined how Wikipedia, a large-scale online community of practice, is developed and emerges over time. We conducted a Delphi study to explore the social, organizational, and technical factors that Wikipedia experts believe have supported the evolution of this community. Based on the findings, we present a model for thinking about online communities of practice and suggest it may serve as starting point to develop strategies of designing and supporting online communities of practice.||0||1|
|A tool to support authoring of learning designs in the field of sustainable energy education||Karetsos S.
|Proceedings of the IADIS International Conference WWW/Internet 2010||English||2010||Sustainable energy education is anticipated to contribute to the solution of a sequence of challenges-problems related generally with the dominant developmental models and particularly with the energy production and consumption. Within this contribution we examine the integration of an ontology based framework for learning design in sustainable energy education area with a semantic wiki, as a web based tool supporting the collaborative construction, improvement and exchange/ dissemination of learning designs in the field of sustainable energy education. We conjecture that the semantic wiki technology platform constitutes an adequate environment, in terms of its usability and expressiveness, for the building and supporting of a community of practice in this area.||0||0|
|Reifying, participating and learning: Analysis of uses of reification tools by a community of practice||Daele A.||International Journal of Web-Based Learning and Teaching Technologies||English||2010||This paper presents observations and analysis of an activity of reification of professional practices within a community of practice. A case is examined of a distance community of tutors using a semantic Wiki for formalising their practices and a tool for storing and classifying documents. On the basis of the instrumental genesis theory, the author highlights the process of appropriation of the tools by the community of practice. This community participated in the development and conception of uses for the tools through a research and development project based on participatory design. This appropriation process, even if it did not occur to the expected extent, did nonetheless allow the community's members to develop their representations regarding the reification of their practices and, gradually, to elaborate broader uses of the tools.||0||0|
|Community tools for repurposing learning objects||Chao Wang
|Lecture Notes in Computer Science||English||2007||A critical success factor for the reuse of learning objects is the ease by which they may be repurposed in order to enable reusability in a different teaching context from which they were originally designed. The current generation of tools for creating, storing, describing and locating learning objects are best suited for users with technical expertise. Such tools are an obstacle to teachers who might wish to perform alterations to learning objects in order to make them suitable for their context. In this paper we describe a simple set of tools to enable practitioners to adapt the content of existing learning objects and to store and modify metadata describing the intended teaching context of these learning objects. We are deploying and evaluating these tools within the UK language teaching community.||0||0|
|MSG-052 knowledge network for federation architecture and design||Ohlund G.
|Fall Simulation Interoperability Workshop 2007||English||2007||Development of distributed simulations is a complex process requiring extensive experience, in-depth knowledge and a certain skills set for the Architecture, Design, development and systems integration required for a federation to meet its operational, functional and technical requirements. Federation architecture and design is the blueprint that forms the basis for federation-wide agreements on how to conceive and build a federation. Architecture and design issues are continuously being addressed during federation development. Knowledge of "good design" is gained through hands-on experience, trial-and-error and experimentation. This kind of knowledge however, is seldom reused and rarely shared in an effective way. This paper presents an ongoing effort conducted by MSG-052 "Knowledge Network for Federation Architecture and Design" within the NATO Research and Technology Organisation (NATO/RTO) Modelling and Simulation group (NMSG). The main objective of MSG-052 is to initiate a "Knowledge Network" to promote development and sharing of information and knowledge about common federation architecture and design issues among NATO/PfP (Partnership for Peace) countries. By Knowledge Network, we envision a combination of a Community of Practice (CoP), various organisations and Knowledge Bases. A CoP, consisting of federation development experts from the NATO/PfP nations, will foster the development of state-of-the-art federation architecture and design solutions, and provide a Knowledge Base for the Modelling and Simulation (M&S) community as a whole. As part of the work, existing structures and tools for knowledge capture, management and utilization will be explored, refined and used when appropriate; for instance the work previously done under MSG-027 PATHFINDER Integration Environment provides lessons learned that could benefit this group. The paper will explore the concept of a Community of Practice and reveal the ideas and findings within the MSG-052 Management Group concerning ways of establishing and managing a Federation Architecture and Design CoP. It will also offer several views on the concept of operations for a collaborative effort, combining voluntary contributions as well as assigned tasks. Amongst the preliminary findings was the notion of a Wiki-based Collaborative Environment in which a large portion of our work is conducted and which also represents our current Knowledge Base. Finally, we present some of our main challenges and vision for future work.||0||0|