Dialectical Discourse Management through Online Collaboration

2010 ◽  
pp. 423-429
Author(s):  
Katia Passerini
Keyword(s):  
Knowledge Creation ◽  
Ad Hoc ◽  
Knowledge Exchange ◽  
Online Collaboration ◽  
Virtual Network ◽  
Multiple Stakeholders ◽  
Online Interactions ◽  
Fixed Length ◽  
Multiple Domains ◽  
Knowledge Creation And Sharing

This chapter presents experiences of time-limited networked forums created for the purposes of sharing views and insights on specific development topics (through fixed-length, Internet-based conferences), gathering wider feedback and broadening participation. It illustrates the effectiveness, represented by global outreach and frequency of interactions, of the communication medium in stimulating an online dialectic dialogue involving multiple stakeholders. The experience described represents an example of time and scope-based online interactions in a distributed community. This distributed virtual network is organized and temporarily brought together for ad hoc and timebound knowledge exchange. The chapter summarizes experiences that can be replicated to solicit knowledge creation and sharing across multiple domains.

scholarly journals TinCan: User-Defined P2P Virtual Network Overlays for Ad-hoc Collaboration

2014 ◽  
Vol 1 (2) ◽  
pp. e4 ◽  
Author(s):  
Pierre St Juste ◽  
Kyuho Jeong ◽  
Heungsik Eom ◽  
Corey Baker ◽  
Renato Figueiredo
Keyword(s):  
Ad Hoc ◽  
Virtual Network ◽  
Ad Hoc Collaboration

Cabot Science Library

2019 ◽  
pp. 284-298
Author(s):  
Joanna Huang ◽  
Anu Vedantham
Keyword(s):  
Collaborative Learning ◽  
Learning Environment ◽  
Knowledge Creation ◽  
Learning Support ◽  
Digital Environment ◽  
Smart Learning Environment ◽  
Effective Learning ◽  
Smart Learning ◽  
Knowledge Creation And Sharing

Cabot Science Library has transformed from a traditional collections-based science library into an innovative hub for collaborative learning support. This chapter examines how a well-designed space and technology promotes effective learning and documents how Cabot functions as a smart learning environment. The interplay between a physical and digital environment at Cabot Science Library emphasizes learner mobility and engagement, collaboration, and discovery, enabling knowledge creation and sharing.

Social Software for Bottom-Up Knowledge Networking and Community Building

2010 ◽  
pp. 1325-1335
Author(s):  
Mohamed Amine Chatti ◽  
Matthias Jarke
Keyword(s):  
Knowledge Creation ◽  
Community Building ◽  
Social Activity ◽  
Social Software ◽  
Bottom Up ◽  
The Past ◽  
The Social ◽  
Social Landscape ◽  
Collaborative Knowledge ◽  
Knowledge Creation And Sharing

Recognizing that knowledge is a key asset for better performance and that knowledge is a human and social activity, building ecologies that foster knowledge networking and community building becomes crucial. Over the past few years, social software has become an important medium to connect people, bridge communities, and leverage collaborative knowledge creation and sharing. In this chapter we explore how social software can support the building and maintaining of knowledge ecologies and discuss the social landscape within different social software mediated communities and networks.

scholarly journals Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

2014 ◽  
Vol 22 ◽  
Author(s):  
Rebecca Vivian ◽  
Katrina Falkner ◽  
Nickolas Falkner
Keyword(s):  
Professional Development ◽  
Computer Science ◽  
Large Scale ◽  
Ad Hoc ◽  
Knowledge Exchange ◽  
Learning Technology ◽  
Educational Approach ◽  
Participant Engagement ◽  
Teacher Needs ◽  
Teacher Professional

England and Australia have introduced new learning areas, teaching computer science to children from the first year of school. This is a significant milestone that also raises a number of big challenges: the preparation of teachers and the development of resources at a national scale. Curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required. One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts. To prepare teachers in Australia, we decided to ride the wave of MOOCs, developing a MOOC to deliver free computing content and pedagogy to teachers with the integration of social media to support knowledge exchange and resource building. The MOOC was designed to meet teacher needs, allowing for flexibility, ad-hoc interactions, support and the open sharing of resources. In this paper, we describe the process of developing our initiative, participant engagement and experiences, so that others encountering similar changes and reforms may learn from our experience.Keywords: scaling up; MOOCs; open access; professional development; online course; computer science education(Published: 28 August 2014)Citation: Research in Learning Technology 2014, 22: 24691 - http://dx.doi.org/10.3402/rlt.v22.24691

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