The role graph model and conflict of interest
ACM Transactions on Information and System Security (TISSEC) - Special issue on role-based access control
The NIST model for role-based access control: towards a unified standard
RBAC '00 Proceedings of the fifth ACM workshop on Role-based access control
Facilitating Online Learning: Effective Strategies for Moderators
Facilitating Online Learning: Effective Strategies for Moderators
Issues associated with participation in on line forums—the case of the communicative learner
Education and Information Technologies
Introduction to the special issue
ACM SIGGROUP Bulletin - Special issue on community-based learning: explorations into theoretical groundings, empirical findings and computer support
Education and Information Technologies
The rationale of online learning communities
International Journal of Web Based Communities
Contributions to a theoretical framework for CSCL
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
An interaction visualisation tool for a learning management system
CASCON '07 Proceedings of the 2007 conference of the center for advanced studies on Collaborative research
Education and Information Technologies
The integration of asynchronous and synchronous communication support in cooperative systems
Proceedings of the 2006 conference on Cooperative Systems Design: Seamless Integration of Artifacts and Conversations -- Enhanced Concepts of Infrastructure for Communication
Design for co-moderation in online learning communities
International Journal of Web Based Communities
International Journal of Web-Based Learning and Teaching Technologies
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A facilitator or moderator is often responsible for supporting processes and their progress in learning communities. In this article we present an approach for supporting moderators of asynchronous processes in learning communities. This approach follows the socio-technical perspective: it includes a theory-based development of moderator tasks and the technical features designed to support these tasks. Starting with relevant work in this area, we describe our approach to moderator support in the collaborative learning environment KOLUMBUS 2. In a qualitative study, a professional moderator facilitated the discussion processes of a group of 12 students based on KOLUMBUS 2. The moderator used different methods and varying levels of participation intervention. The study showed that different intervention strategies led to different levels of student participation and different successes in finding common results at the end of the discussions. Suggestions for the design of technical features are also made.