Titlebook: Communities and Technologies 2005; Proceedings of the S Peter Besselaar,Giorgio Michelis,Carla Simone Conference proceedings 2005 Springer

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James Patterson,Bernard Baileyat our understanding of the answer has to be built on a social theory of learning that takes into account that learning has to do with community, practice, meaning and identity. Making a “career” in a community of practice can be regarded as a movement from the periphery to the core, a movement from

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https://doi.org/10.1007/978-3-642-02589-1evels of relationship ranging from the individual (ego), to the small group of close peers (micro), to a larger network of acquaintances (meso) to the anonymous larger network (macro). It is argued that an important focal point for analysis of cooperation and conflict is situated in the relations be

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https://doi.org/10.1007/BFb0041385ommunities. However, a new form of technology, the weblog, or “blog”, has quickly risen as a means for self-expression and sharing knowledge for people across geographic distance. Though studies have focused on blogs in Western countries, our study targets the global blogging community. Inspired by

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Random Lasers Pumped with Electron Beam,s concerning the ., (how do they work) and questions concerning . (how to organize and facilitate them) cannot be answered in a general way. The purpose of this article is to develop the theory in this area by discovering basic dimensions along which communities differ, and by identifying basic type

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https://doi.org/10.1007/b106788 proximate people, even when located near-by. .: The instant availability of people for communication anywhere and anytime. We show that computer mediated communication has gone beyond long-distance media to be the predominant mode of communication. The result is a high level of trust and community,

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Other Types of Solid-State Random Lasers,tiated view of intra-organizational networks of practice, we identified three main categories of intra-organizational distributed networks of practice in terms of their primary knowledge activities - knowledge sharing, incremental knowledge creation, and radical knowledge creation. We then compared

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https://doi.org/10.1007/b106788oint of view. We show how models and design principles from CoP can be interpreted and adapted for scientific communities. Taking the CSCL (Computer-Supported Collaborative Learning) community as an example, we instantiate the adapted design principles and trace the development of this community bas

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