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

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

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

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Modern Teaching – Distance Learning

A Guide to online and blended Learning with Case Studies from Public HealthProduced by the Working Group on Innovation and Good Practice in Public Health Education – ASPHER in cooperation with ASPHER membersLage 2013, 105 p., ISBN 978-3-89918-219-

Modern Teaching – Distance Learning

Modern Teaching – Distance Learnin

Power in intercommunal knowledge networks: on the endogenous dynamics of network governance and knowledge creation

"Im Mittelpunkt des Papiers stehen empirische und theoretische Befunde zu den endogenen Dynamiken interorganisatorischer Wissensnetzwerke. Die Analyse basiert auf einer qualitativen Studie interkommunaler Wissensnetzwerke der lokalen Beschäftigungspolitik. Dabei wird ein Lebenszyklusmodell interorganisatorischer Wissensnetzwerke skizziert, empirisch illustriert und theoretisch erklärt. In dieser dynamischen Perspektive zeigt sich, dass die Interaktion von Wissen, Macht und Vertrauen für die Entwicklung und Koordination von Wissensnetzwerken eine zentrale Rolle spielt. Zudem wird deutlich, warum Netzwerkinnovationen häufig in Verbindung mit Konfliktereignissen stehen. Die Ergebnisse leisten einen Beitrag zu einem dynamischen Konzept von Netzwerkgovernance." (Autorenreferat)"This paper presents empirical and theoretical findings about the endogenous dynamics of interorganisational knowledge networks. Based on a qualitative study of intercommunal knowledge networks in local employment policy a model of knowledge network life cycles is outlined, empirically illustrated, and theoretically explained. It is argued, that the interdependence of knowledge, power and trust plays a central role for the internal dynamics of networks. The paper also aims to show why network innovation and creativity is often closely linked to internal conflicts. The results have consequences for a dynamical concept of network governance." (author's abstract

The Larnaca declaration on learning design

Education faces many challenges in the changing modern world. Learners are changing in their approaches to education – they use digital technologies, they multi-task, they collaborate and they are becoming less patient with teacher-centric styles of education. Educators face many changes – such as expectations of adopting innovative teaching approaches, alignment of teaching to external standards, growing requirements for professional development and difficulties in balancing a complex range of demands from different stakeholders. Government and educational institutions also face many changes, such as the rise of the knowledge economy and the need for different kinds of graduates, a shift from knowledge scarcity to abundance, and the impact of technology – especially the internet via open sharing of educational resources and massive open online courses (MOOCs). In the context of these changes, effective teaching and learning in the classroom (and beyond) remains central. How can educators become more effective in their preparation and facilitation of teaching and learning activities? How can educators be exposed to new teaching ideas that take them beyond their traditional approaches? How can technology assist educators without undermining them? How can learners be better prepared for the world that awaits them? This paper describes how the new field of Learning Design contributes to the central challenge of improving teaching and learning. Learning Design can assist educators to describe effective teaching ideas so that they can be shared with, and adapted by, other educators. While the field has primarily focussed on higher education and K-12 schools to date, it also has implications for vocational and professional training. This paper describes how ongoing work to develop a descriptive language for teaching and learning activities (often including the use of technology) is changing the way educators think about planning and facilitating educational activities. The ultimate goal of Learning Design is to convey great teaching ideas among educators in order to improve student learning. The paper begins with this Introduction, followed by an analogy from music to provide a context for Part 1, which considers the possibility of educational notation. Part 2 describes how this possibility is being realised in the field of Learning Design, illustrated with an example based on a Role Play. Part 3 considers current definitional challenges in Learning Design and its provocative aspiration towards pedagogical neutrality. Part 4 provides a wider conceptual map of education for exploring the place of Learning Design, including more examples of current Learning Design approaches, and how the map can be used to analyse pedagogical theories. Part 5 returns to the relationship between Learning Design and pedagogical theories, and the central question of effective teaching and learning approaches. The Conclusion offers a new synthesis of the ideas discussed in this paper as a foundation for the future of Learning Design, and the Epilogue returns to the music analogy to reflect on the future prospects of this synthesis. While the concepts discussed in this paper have potentially far-reaching implications for many aspects of education, this paper is written primarily for those with an interest in Learning Design and in pedagogical theories. Future work based on this paper will explore these ideas in different ways for other audiences, such as policy makers and typical educators