Open Networked "i-Learning" (eBook)

Open Networked“i-Learning” 3
Foreword 7
Preface 11
Feedback 14
Acknowledgements 15
Contents 17
List of Contributors 19
Chapter 1: The Emergence of the Open Networked “i-Learning” Model 23
1 The Main On-Going Changes in ICT, Management and Society/Workplace 24
1.1 Changes in ICT 27
1.2 Changes in Management 29
1.3 Changes in Society and Workplace 32
2 A New Professional Archetype for Leading Change 33
2.1 “P-Shaped” People as Change Agent 34
2.2 Curriculum Design and Delivery for “P-Shaped” People 35
3 Innovating Learning Processes Through the Open Networked “i-Learning” Model: Key Characteristics and Guidelines 39
3.1 The Process-Based Perspective 44
3.2 The Technological-Based Perspective 46
3.3 Operational Guidelines 48
4 Open Networked “i-Learning” Radar 52
4.1 Interdisciplinarity 53
4.2 Interactivity 54
4.3 Internetworking 55
4.4 Individualization 55
4.5 Immediacy 56
4.6 Interoperability 57
5 Discussion and Conclusions 58
References 58
Chapter 2: i-Communities as Cooperative Learning Spaces: The Case of the “Knowledge Forum” 61
1 Cooperative Learning 62
1.1 Why Cooperative Learning Should be More Effective than Individual Learning: A Social Learning Theory Perspective 63
1.2 Interactivity and Peer Working for Cooperative Learning 64
2 On Line Networks and Learning Community 65
2.1 Communities of Practice 66
3 The Rise of the “i-Communities” 68
3.1 Technologies Enabling “i-Communities” 70
4 The Case of the “Knowledge Forum” 72
4.1 The Effectiveness of Knowledge Forum 75
5 Discussion and Conclusions 80
References 81
Chapter 3: Problem-Based Learning in Web Environments: The Case of “Virtual eBMS” for Business Engineering Education 82
1 Introduction 83
2 Why PBL Approach for Engineering Education? 84
3 How do Engineers Acquire Competence Through PBL? 86
4 Creating Business Engineers Using a PBL Approach in Web Environment: Two On-field Applications 88
4.1 The Business Engineer Profile 88
4.2 The Interdisciplinary Knowledge Base Supporting the “Extended Enterprise” Domain 89
4.3 “Virtual eBMS”: A Web-Based System Supporting the PBL Approach 90
4.3.1 The Logical Architecture and the Services Characterizing the “Virtual eBMS” 91
4.3.2 The Web Learning Component of the “Virtual eBMS” 92
4.3.3 The Heterogeneity of Experiences Into the “Virtual eBMS” 95
4.3.4 The “Virtual eBMS” Operational Framework for Designing PBL Curricula 96
4.3.5 The Mentor Perspective for Implementing a PBL Curricula 98
4.3.6 The Learner Perspective for Accessing to a PBL Curricula 99
4.4 Personalizing Learning Process Through “Virtual eBMS” 101
4.5 Experiencing the “Virtual eBMS” 103
5 Discussion and Conclusions 106
References 107
Chapter 4: Social Computing as Next-Gen Learning Paradigm: A Platform and Applications 111
1 Introduction 112
2 Social Computing as Enabler of Learning 114
3 Building the Social Computing Space 116
3.1 Technological Infrastructure 116
3.2 User Profiles 117
3.3 Learning Processes 117
4 WeLearn in Action: Applications and Examples 119
5 Discussion and Conclusions 127
References 128
Chapter 5: A Learning Dashboard to Monitor an Open Networked Learning Community 130
1 Introduction 131
2 Theoretical Background 132
2.1 Open Networked Learning: Definition and Approaches 132
2.2 Web 2.0 for Open Networked Learning Communities 134
2.3 Monitoring Learning Communities Through Intellectual Capital Measurement 136
3 Experience in Action 137
4 A Learning Dashboard to Monitor Open Networked Learning Communities 138
5 Applying the Learning Dashboard to an International Master Program 141
5.1 Human Capital Growth 141
5.2 Structural Capital Growth 142
5.3 Social Capital Growth 144
6 Discussion and Conclusions 145
References 148
Chapter 6: Future Trends for “i-Learning” Experiences 151
1 Introduction 151
2 Technology-Related Trends 153
3 Organization-Related Trends 168
4 Discussion and Conclusions 172
References 174