Retalis, S., & Sloep, P. B. (2011). Virtual Environments for Collaborative Innovation and Learning. Journal of Universal Computer Science (J.UCS), 17(12), 1634-1637.Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning

Retalis, Symeon

Sloep, Peter

English

Virtual Environments for Collaborative Innovation and Learnin

ZENODO

Virtual Environments for Collaborative Innovation and Learning

Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Virtual Environments for Collaborative Innovation andLearningCitation for published version (APA):Retalis, S., & Sloep, P. (2011). Virtual Environments for Collaborative Innovation and Learning. Journal ofUniversal Computer Science (J.UCS), 17(12), 1634-1637.http://www.jucs.org/jucs_17_12/virtual_environments_for_collaborative/abstract.htmlDocument status and date:Published: 01/01/2011Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 15 Jul. 2023  Virtual Environments for Collaborative Innovation and Learning  J.UCS Special Issue   Symeon Retalis (Department of Digital Systems, University of Piraeus, Greece retal@unipi.gr)  Peter B. Sloep (Open Universiteit in the Netherlands, Heerlen, The Netherlands peter.sloep@ou.nl)    Abstract: Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning.   Keywords: open innovation  Categories: K.4.3, L.3.0, L.3.0, L.6.1, L.6.2 1 Aim To invent and design innovative products and/or services requires, nowadays, collective creative performance: creative action in collaboration with others. To achieve excellence in innovative product or service development, coordinated collaborative problem solving activities from all team members are required, making maximal use of the collective creative power.  In the literature, more than 90 creative/innovative problem solving techniques can be found, such as TRIZ, SCAMPER, Six Hats, 5W1H ([Boden, 2003]; [Craft, 2006]. Each one of them has been proposed in order to encourage people’s original thoughts and divergent thinking. All techniques try to steer thought processes and help the individual or the group to find a structured approach to answer questions; they all try to see problems in their entirety, quickly to elicit new ideas and to generate faster and better decisions. Literature on use of explicit, dedicated pedagogical strategies to enhance creative problem solving is relatively scarce [Baruah and Paulus, 2008]. Thus, there is an open research and development issue on learning strategies that could effectively promote creativity and innovation. This special issue tries to address this issue by identifying sound theoretical foundations for the design and development of virtual environments for collaborative innovation and learning processes. All foundations are based on such related disciplines as psychology, cognitive science, and communication sciences. Journal of Universal Computer Science, vol. 17, no. 12 (2011), 1634-1637submitted: 14/6/11, accepted: 24/6/11, appeared: 1/8/11 © J.UCS  Moreover, networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. In network-supported collaborative innovation and learning environments, actors go through cycles of divergence, in which new ideas about a given problem are generated and explored, and convergence, in which new ideas are valued and detailed. These cycles rely on knowledge elicitation and knowledge sharing. It is well documented that there is a genuine need for appropriate supportive tools to facilitate collaboration and the management of distributed knowledge creation [DiLiello and Houghton, 2008]; [Shneiderman, 2007]; [Walling, 2010]; these tools should also ease the generation and reuse of ideas as well as their critiquing or even their rejection.  This special issue, then, focuses on the design of virtual environments for collaborative innovation and learning. The designs discussed are all based on solid pedagogical methods and cognitive strategies that help distributed group members collaborate for creative problem solving as well as developing innovative products.  2 Topics The papers in this special issue cover two main categories.  The first is about sound theoretical foundations for the design, development and deployment of virtual environments for collaborative innovation and learning, by looking at the research in related disciplines such as psychology, cognitive science, and communication sciences.  Vahey et al. made a study to elicit innovation supportive behaviours in a virtual 3D world environment in SecondLife®. Based on the research literature and after having done  multiple forms of analysis which offer rich understanding of participants’ behaviours in that virtual 3D world environment, they introduce a framework of innovation based on behaviours identified. The paper also presents implications for how organizations may scaffold group interactions to increase the chances of successful collaborative innovation.  Sie et al. propose a way to simulate behaviour in networked collaborative innovation that could lead to effective collaborations. Their agent-based social simulation approach is based on cooperative game theory as well as observations from literature. The second category is about virtual environments for collaborative innovation and learning – with a domain dependent or independent scope - that have already been used and evaluated in practice for their capacity to augment learners’ experiences Brocco et al. present design guidelines and an architecture for computer-supported collaborative systems that enhance open creativity. These guidelines have resulted from interviews conducted within companies in the German ICT sector.  Dolog et al. describe a recommender system for supporting collaborative real time editing from needs of brainstorming or collaborative decision making among workplace team members who are physically distributed. A small-scale experiment showed that a concept of recommendation which is based on the collaborative real time activities of team members can indeed offer improvements in work productivity. Kotis et al. consider ontology engineering  as an innovative process and propose the use of (Shared)HCONE,  a novel technological approach for enhancing learning in 1635Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...  the creation of  ontologies within a collaborative, open and socially constructed environment. The issue of context-aware recommendation support is also dealt with in the paper of Sielis et al. They describe how a context-aware recommender system integrated into creativity support tools and more specifically, collaborative creativity support tools (CCST), can enhance creativity process. This system makes recommendations based on the user’s input during the creativity process and on context information that already is available from previous creativity sessions.  3 Concluding remarks This special issue tries to highlight the critical question of “How can collaborative creativity be taught and leveraged in a networked learning environment?” Authors have written about virtual environments for collaborative innovation and learning which have common characteristics; they all support: 1) Generation of new perspectives, new ideas 2) Articulation of yet ‘tacit’ knowledge 3) Exchange of ideas, finding common ground 4) Learning from each other, existing knowledge 5) Evaluation of ideas 6) Collaborative ‘construction’ of new proposition 7) Scaffolding using recommendation mechanisms It is worth further to investigate to what extent the use of virtual environments for collaborative innovation and learning affects the users’ experiences and can effectively as well as efficiently contribute to productivity. Acknowledgements This work has been partially supported by the ISTFP7 idSpace project: Tooling of and training for collaborative, distributed product innovation (ref num: idspace-2008-216199). References [Baruah and Paulus, 2008] Baruah, J. & Paulus, P.B. (2008). Effects of training on idea-generation in groups. Small Group Research, 39, 523–541. [Boden, 2003] Boden, M.A. (2003). The creative mind: myth and mechanisms. Widenfeld and Nicolson, London. [Craft, 2006] Craft, A. (2006). Fostering Creativity with Wisdom. Cambridge Journal of Education, 36(3), pp. 337-350. [DiLiello and Houghton, 2008] DiLiello, T. C., & Houghton, J. D. (2008). Creative Potential and Practised Creativity: Identifying Untapped Creativity in Organizations. Creativity and Innovation Management, 17(1), 37-46.  [Esquivel, 1995] Esquivel, G. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2), 185-202. 1636 Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...  [Shneidermann, 2007] Shneiderman, B. (2007). Creativity support tools: accelerating discovery and innovation. Communications of the ACM, 50(12), 20-32.  [Wallin and Von Krogh, 2010] Wallin, M. W., & Von Krogh, G. (2010). Organizing for Open Innovation: Focus on the Integration of Knowledge. Organizational Dynamics, 39(2), 145-154. 1637Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...

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Retalis,Symeon

Sloep,Peter

ARPHA Preprints

Open Universiteit www.ou.nl Virtual Environments for Collaborative Innovation andLearningCitation for published version (APA):Retalis, S., & Sloep, P. (2011). Virtual Environments for Collaborative Innovation and Learning. Journal ofUniversal Computer Science (J.UCS), 17(12), 1634-1637.http://www.jucs.org/jucs_17_12/virtual_environments_for_collaborative/abstract.htmlDocument status and date:Published: 01/01/2011Document Version:Peer reviewed versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Dec. 2021  Virtual Environments for Collaborative Innovation and Learning  J.UCS Special Issue   Symeon Retalis (Department of Digital Systems, University of Piraeus, Greece retal@unipi.gr)  Peter B. Sloep (Open Universiteit in the Netherlands, Heerlen, The Netherlands peter.sloep@ou.nl)    Abstract: Networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. This editorial paper gives an overview of the scope of this special issue which focuses on the design of virtual environments for collaborative innovation and learning.   Keywords: open innovation  Categories: K.4.3, L.3.0, L.3.0, L.6.1, L.6.2 1 Aim To invent and design innovative products and/or services requires, nowadays, collective creative performance: creative action in collaboration with others. To achieve excellence in innovative product or service development, coordinated collaborative problem solving activities from all team members are required, making maximal use of the collective creative power.  In the literature, more than 90 creative/innovative problem solving techniques can be found, such as TRIZ, SCAMPER, Six Hats, 5W1H ([Boden, 2003]; [Craft, 2006]. Each one of them has been proposed in order to encourage people’s original thoughts and divergent thinking. All techniques try to steer thought processes and help the individual or the group to find a structured approach to answer questions; they all try to see problems in their entirety, quickly to elicit new ideas and to generate faster and better decisions. Literature on use of explicit, dedicated pedagogical strategies to enhance creative problem solving is relatively scarce [Baruah and Paulus, 2008]. Thus, there is an open research and development issue on learning strategies that could effectively promote creativity and innovation. This special issue tries to address this issue by identifying sound theoretical foundations for the design and development of virtual environments for collaborative innovation and learning processes. All foundations are based on such related disciplines as psychology, cognitive science, and communication sciences. Journal of Universal Computer Science, vol. 17, no. 12 (2011), 1634-1637submitted: 14/6/11, accepted: 24/6/11, appeared: 1/8/11 © J.UCS  Moreover, networked technologies, especially social software applications, provide new affordances that facilitate collaborative creativity among staff members of organizations. In network-supported collaborative innovation and learning environments, actors go through cycles of divergence, in which new ideas about a given problem are generated and explored, and convergence, in which new ideas are valued and detailed. These cycles rely on knowledge elicitation and knowledge sharing. It is well documented that there is a genuine need for appropriate supportive tools to facilitate collaboration and the management of distributed knowledge creation [DiLiello and Houghton, 2008]; [Shneiderman, 2007]; [Walling, 2010]; these tools should also ease the generation and reuse of ideas as well as their critiquing or even their rejection.  This special issue, then, focuses on the design of virtual environments for collaborative innovation and learning. The designs discussed are all based on solid pedagogical methods and cognitive strategies that help distributed group members collaborate for creative problem solving as well as developing innovative products.  2 Topics The papers in this special issue cover two main categories.  The first is about sound theoretical foundations for the design, development and deployment of virtual environments for collaborative innovation and learning, by looking at the research in related disciplines such as psychology, cognitive science, and communication sciences.  Vahey et al. made a study to elicit innovation supportive behaviours in a virtual 3D world environment in SecondLife®. Based on the research literature and after having done  multiple forms of analysis which offer rich understanding of participants’ behaviours in that virtual 3D world environment, they introduce a framework of innovation based on behaviours identified. The paper also presents implications for how organizations may scaffold group interactions to increase the chances of successful collaborative innovation.  Sie et al. propose a way to simulate behaviour in networked collaborative innovation that could lead to effective collaborations. Their agent-based social simulation approach is based on cooperative game theory as well as observations from literature. The second category is about virtual environments for collaborative innovation and learning – with a domain dependent or independent scope - that have already been used and evaluated in practice for their capacity to augment learners’ experiences Brocco et al. present design guidelines and an architecture for computer-supported collaborative systems that enhance open creativity. These guidelines have resulted from interviews conducted within companies in the German ICT sector.  Dolog et al. describe a recommender system for supporting collaborative real time editing from needs of brainstorming or collaborative decision making among workplace team members who are physically distributed. A small-scale experiment showed that a concept of recommendation which is based on the collaborative real time activities of team members can indeed offer improvements in work productivity. Kotis et al. consider ontology engineering  as an innovative process and propose the use of (Shared)HCONE,  a novel technological approach for enhancing learning in 1635Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...  the creation of  ontologies within a collaborative, open and socially constructed environment. The issue of context-aware recommendation support is also dealt with in the paper of Sielis et al. They describe how a context-aware recommender system integrated into creativity support tools and more specifically, collaborative creativity support tools (CCST), can enhance creativity process. This system makes recommendations based on the user’s input during the creativity process and on context information that already is available from previous creativity sessions.  3 Concluding remarks This special issue tries to highlight the critical question of “How can collaborative creativity be taught and leveraged in a networked learning environment?” Authors have written about virtual environments for collaborative innovation and learning which have common characteristics; they all support: 1) Generation of new perspectives, new ideas 2) Articulation of yet ‘tacit’ knowledge 3) Exchange of ideas, finding common ground 4) Learning from each other, existing knowledge 5) Evaluation of ideas 6) Collaborative ‘construction’ of new proposition 7) Scaffolding using recommendation mechanisms It is worth further to investigate to what extent the use of virtual environments for collaborative innovation and learning affects the users’ experiences and can effectively as well as efficiently contribute to productivity. Acknowledgements This work has been partially supported by the ISTFP7 idSpace project: Tooling of and training for collaborative, distributed product innovation (ref num: idspace-2008-216199). References [Baruah and Paulus, 2008] Baruah, J. & Paulus, P.B. (2008). Effects of training on idea-generation in groups. Small Group Research, 39, 523–541. [Boden, 2003] Boden, M.A. (2003). The creative mind: myth and mechanisms. Widenfeld and Nicolson, London. [Craft, 2006] Craft, A. (2006). Fostering Creativity with Wisdom. Cambridge Journal of Education, 36(3), pp. 337-350. [DiLiello and Houghton, 2008] DiLiello, T. C., & Houghton, J. D. (2008). Creative Potential and Practised Creativity: Identifying Untapped Creativity in Organizations. Creativity and Innovation Management, 17(1), 37-46.  [Esquivel, 1995] Esquivel, G. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2), 185-202. 1636 Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...  [Shneidermann, 2007] Shneiderman, B. (2007). Creativity support tools: accelerating discovery and innovation. Communications of the ACM, 50(12), 20-32.  [Wallin and Von Krogh, 2010] Wallin, M. W., & Von Krogh, G. (2010). Organizing for Open Innovation: Focus on the Integration of Knowledge. Organizational Dynamics, 39(2), 145-154. 1637Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...

ARPHA OAI-PMH Endpoint

DSpace at Open Universiteit Nederland

  
Virtual Environments for Collaborative Innovation and 
Learning 
 
J.UCS Special Issue 
 
 
Symeon Retalis 
(Department of Digital Systems, University of Piraeus, Greece 
retal@unipi.gr) 
 
Peter B. Sloep 
(Open Universiteit in the Netherlands, Heerlen, The Netherlands 
peter.sloep@ou.nl) 
 
 
 
Abstract: Networked technologies, especially social software applications, provide new 
affordances that facilitate collaborative creativity among staff members of organizations. This 
editorial paper gives an overview of the scope of this special issue which focuses on the design 
of virtual environments for collaborative innovation and learning.  
 
Keywords: open innovation  
Categories: K.4.3, L.3.0, L.3.0, L.6.1, L.6.2 
1 Aim 
To invent and design innovative products and/or services requires, nowadays, 
collective creative performance: creative action in collaboration with others. To 
achieve excellence in innovative product or service development, coordinated 
collaborative problem solving activities from all team members are required, making 
maximal use of the collective creative power.  
In the literature, more than 90 creative/innovative problem solving techniques can 
be found, such as TRIZ, SCAMPER, Six Hats, 5W1H ([Boden, 2003]; [Craft, 2006]. 
Each one of them has been proposed in order to encourage people’s original thoughts 
and divergent thinking. All techniques try to steer thought processes and help the 
individual or the group to find a structured approach to answer questions; they all try 
to see problems in their entirety, quickly to elicit new ideas and to generate faster and 
better decisions. 
Literature on use of explicit, dedicated pedagogical strategies to enhance creative 
problem solving is relatively scarce [Baruah and Paulus, 2008]. Thus, there is an open 
research and development issue on learning strategies that could effectively promote 
creativity and innovation. This special issue tries to address this issue by identifying 
sound theoretical foundations for the design and development of virtual environments 
for collaborative innovation and learning processes. All foundations are based on such 
related disciplines as psychology, cognitive science, and communication sciences. 
Journal of Universal Computer Science, vol. 17, no. 12 (2011), 1634-1637
submitted: 14/6/11, accepted: 24/6/11, appeared: 1/8/11 © J.UCS
  
Moreover, networked technologies, especially social software applications, 
provide new affordances that facilitate collaborative creativity among staff members 
of organizations. In network-supported collaborative innovation and learning 
environments, actors go through cycles of divergence, in which new ideas about a 
given problem are generated and explored, and convergence, in which new ideas are 
valued and detailed. These cycles rely on knowledge elicitation and knowledge 
sharing. It is well documented that there is a genuine need for appropriate supportive 
tools to facilitate collaboration and the management of distributed knowledge creation 
[DiLiello and Houghton, 2008]; [Shneiderman, 2007]; [Walling, 2010]; these tools 
should also ease the generation and reuse of ideas as well as their critiquing or even 
their rejection.  
This special issue, then, focuses on the design of virtual environments for 
collaborative innovation and learning. The designs discussed are all based on solid 
pedagogical methods and cognitive strategies that help distributed group members 
collaborate for creative problem solving as well as developing innovative products.  
2 Topics 
The papers in this special issue cover two main categories.  The first is about sound 
theoretical foundations for the design, development and deployment of virtual 
environments for collaborative innovation and learning, by looking at the research in 
related disciplines such as psychology, cognitive science, and communication 
sciences.  
Vahey et al. made a study to elicit innovation supportive behaviours in a virtual 
3D world environment in SecondLife®. Based on the research literature and after 
having done  multiple forms of analysis which offer rich understanding of participants’ 
behaviours in that virtual 3D world environment, they introduce a framework of 
innovation based on behaviours identified. The paper also presents implications for 
how organizations may scaffold group interactions to increase the chances of 
successful collaborative innovation.  Sie et al. propose a way to simulate behaviour in 
networked collaborative innovation that could lead to effective collaborations. Their 
agent-based social simulation approach is based on cooperative game theory as well as 
observations from literature. 
The second category is about virtual environments for collaborative innovation 
and learning – with a domain dependent or independent scope - that have already been 
used and evaluated in practice for their capacity to augment learners’ experiences 
Brocco et al. present design guidelines and an architecture for computer-
supported collaborative systems that enhance open creativity. These guidelines have 
resulted from interviews conducted within companies in the German ICT sector.  
Dolog et al. describe a recommender system for supporting collaborative real time 
editing from needs of brainstorming or collaborative decision making among 
workplace team members who are physically distributed. A small-scale experiment 
showed that a concept of recommendation which is based on the collaborative real 
time activities of team members can indeed offer improvements in work productivity. 
Kotis et al. consider ontology engineering  as an innovative process and propose 
the use of (Shared)HCONE,  a novel technological approach for enhancing learning in 
1635Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...
  
the creation of  ontologies within a collaborative, open and socially constructed 
environment. 
The issue of context-aware recommendation support is also dealt with in the paper 
of Sielis et al. They describe how a context-aware recommender system integrated 
into creativity support tools and more specifically, collaborative creativity support 
tools (CCST), can enhance creativity process. This system makes recommendations 
based on the user’s input during the creativity process and on context information that 
already is available from previous creativity sessions.  
3 Concluding remarks 
This special issue tries to highlight the critical question of “How can collaborative 
creativity be taught and leveraged in a networked learning environment?” Authors 
have written about virtual environments for collaborative innovation and learning 
which have common characteristics; they all support: 
1) Generation of new perspectives, new ideas 
2) Articulation of yet ‘tacit’ knowledge 
3) Exchange of ideas, finding common ground 
4) Learning from each other, existing knowledge 
5) Evaluation of ideas 
6) Collaborative ‘construction’ of new proposition 
7) Scaffolding using recommendation mechanisms 
It is worth further to investigate to what extent the use of virtual environments for 
collaborative innovation and learning affects the users’ experiences and can 
effectively as well as efficiently contribute to productivity. 
Acknowledgements 
This work has been partially supported by the ISTFP7 idSpace project: Tooling of and training 
for collaborative, distributed product innovation (ref num: idspace-2008-216199). 
References 
[Baruah and Paulus, 2008] Baruah, J. & Paulus, P.B. (2008). Effects of training on idea-
generation in groups. Small Group Research, 39, 523–541. 
[Boden, 2003] Boden, M.A. (2003). The creative mind: myth and mechanisms. Widenfeld and 
Nicolson, London. 
[Craft, 2006] Craft, A. (2006). Fostering Creativity with Wisdom. Cambridge Journal of 
Education, 36(3), pp. 337-350. 
[DiLiello and Houghton, 2008] DiLiello, T. C., & Houghton, J. D. (2008). Creative Potential 
and Practised Creativity: Identifying Untapped Creativity in Organizations. Creativity and 
Innovation Management, 17(1), 37-46.  
[Esquivel, 1995] Esquivel, G. (1995). Teacher behaviors that foster creativity. Educational 
Psychology Review, 7(2), 185-202. 
1636 Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...
  
[Shneidermann, 2007] Shneiderman, B. (2007). Creativity support tools: accelerating discovery 
and innovation. Communications of the ACM, 50(12), 20-32.  
[Wallin and Von Krogh, 2010] Wallin, M. W., & Von Krogh, G. (2010). Organizing 
for Open Innovation: Focus on the Integration of Knowledge. Organizational 
Dynamics, 39(2), 145-154. 
1637Retalis S., Sloep P.B.: Virtual Environments for Collaborative Innovation ...


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