10,282 research outputs found

    Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service

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    Fetter, S., Berlanga, A. J., & Sloep, P. B. (2009). Enhancing the Social Capital of Learning Communities by Using an Ad Hoc Transient Communities Service. In M. Spaniol, Q. Li, R. Klamma & R. W. H. Lau (Eds.), Proceedings of the 8th International Conference Advances in Web-based Learning - ICWL 2009 (pp. 150-157). August, 19-21, 2009, Aachen, Germany. Lecture Notes in Computer Science 5686; Berlin, Heidelberg: Springer-Verlag.In online learning, communities can help to enhance learning. However, because of the dynamic nature of communities, attaining and sustaining these communities can be difficult. One aspect that has an influence on, and is influenced by these dynamics is the social capital of a community. Features of social capital are the social network structure, the sense of belonging and, the support received and provided. It is hypothesized that these features can be improved by using Ad Hoc Transient Communities (AHTCs). Through an AHTC learners are brought together for a specific, learning-related goal (‘ad hoc’) and for only a limited amount of time (‘transience’). To test whether the use of AHTCs has a positive influence on the social capital, a learner support service which enables the use of AHTCs is proposed. Furthermore, requirements, pre-requisites, and future research are discussed.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

    ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network

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    Brouns, F., Van Rosmalen, P., Berlanga, A. J., Fetter, S., Nadeem, D., Bitter-Rijpkema, M. E., Sloep, P. B., & Kester, L., Aleksieva-Petrova, A., & Petrov, M. (2009). ID8.17 - Validation results of policies to stimulare self-organisation and the feeling of autonomy in a network. Heerlen, The Netherlands: Open University of the Netherlands, TENCompetence.This deliverable provides a theoretical validation of the network management model, policies and guidelines, complimented with outcomes of simulation, consultation of experts, surveys and experiments with students.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

    Personal Profiles: Enhancing Social Interaction in Learning Networks

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    Berlanga, A. J., Bitter-Rijpkema, M., Brouns, F., Sloep, P. B., & Fetter, S. (2011). Personal Profiles: Enhancing Social Interaction in Learning Networks. International Journal of Web Based Communities, 7(1), 66-82.Nowadays, we witness a surge of online profiling sites; in them people make their profile available to others with the intention to share it and get in touch with others, find old friends, classmates or colleagues, or look for new opportunities. Given their capacity to encourage members to be connected with other members and their growing popularity, we hold that some lessons can be learned from such profiling sites. In this paper’s initial exploration, we analyze some of the most popular profiling sites to spot indications on profile composition and the affordances they use to encourage people to interact and to establish connections with other members. Based on this we discuss the importance of personal profiles depicting the characteristics and support mechanisms needed to enhance social interaction in Learning Networks. We also present results of a pilot survey of actual use and perception of user profile sites, and comment on the current views and findings about this topic in the Web-Based Communities Conference of 2008.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

    A note on organizational learning and knowledge sharing in the context of communities of practice

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    Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc

    From collaborative virtual research environment SOA to teaching and learning environment SOA

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    This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

    Lurking: a challenge or a fruitful strategy? A comparison between lurkers and active participants in an online corporate community of practice

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    Neelen, M., & Fetter, S. (2010). Lurking: a challenge or a fruitful strategy? A comparison between lurkers and active participants in an online corporate community of practice. International Journal of Knowledge and Learning, 6(4), 269-284.For today’s organizations to obtain competitive advantages, online corporate Communities of Practice (CoPs) are indispensable. However, often the majority of its participants does not post content; they lurk. This paper explores four different perspectives on lurking; that is free-riding, legitimate peripheral participation, microlearning, and knowledge sharing barriers, and analyzes whether and why they are detrimental or fruitful for the knowledge management process. Furthermore, this study compares lurkers and active participants of an online corporate CoP in the light of the perspectives as presented above. First, the results of this study indicate that lurkers use the obtained knowledge on the job and therefore cannot simply be considered free-riders. Second, study results suggest that lurkers use lurking as a learning strategy, which confirms the microlearning hypothesis. Last, the results of this study indicate that knowledge sharing barriers are delicate matters that might potentially be detrimental for the knowledge management process

    Lurking: a challenge or a fruitful strategy? A comparison between lurkers and active participants in an online corporate community of practice

    Get PDF
    For today’s organizations to obtain competitive advantages, online corporate Communities of Practice (CoPs) are indispensable. However, often the majority of its participants does not post content; they lurk. This paper explores four different perspectives on lurking; that is free-riding, legitimate peripheral participation, microlearning, and knowledge sharing barriers, and analyzes whether and why they are detrimental or fruitful for the knowledge management process. Furthermore, this study compares lurkers and active participants of an online corporate CoP in the light of the perspectives as presented above. First, the results of this study indicate that lurkers use the obtained knowledge on the job and therefore cannot simply be considered free-riders. Second, study results suggest that lurkers use lurking as a learning strategy, which confirms the microlearning hypothesis. Last, the results of this study indicate that knowledge sharing barriers are delicate matters that might potentially be detrimental for the knowledge management process

    A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities

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    Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content
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