HCI, natural science and design: a framework for triangulation across disciplines
DIS '97 Proceedings of the 2nd conference on Designing interactive systems: processes, practices, methods, and techniques
Cultivating Communities of Practice: A Guide to Managing Knowledge
Cultivating Communities of Practice: A Guide to Managing Knowledge
The Changing Role of Tutors: Forming a Community of Practice in a Distributed Learning Environment
ICCE '02 Proceedings of the International Conference on Computers in Education
HICSS '04 Proceedings of the Proceedings of the 37th Annual Hawaii International Conference on System Sciences (HICSS'04) - Track 7 - Volume 7
Passive forum behaviors (lurking): a community perspective
ICLS '04 Proceedings of the 6th international conference on Learning sciences
The role of a web-based community in teacher professional development
International Journal of Web Based Communities
Supporting a virtual community of tutors in experience capitalising
International Journal of Web Based Communities
Research Portals: Status Quo and Improvement Perspectives
International Journal of Knowledge Management
International Journal of Web Portals
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In their daily practice, practitioners belong to local communities of practice CoPs within their organisation. This knowledge is rarely capitalised upon because discussions are mainly verbal. Practitioners can also belong to general CoPs online. Within these general CoPs, discussions are rarely linked to the context in which they appeared, since the members are from different companies or institutions. This paper 1 connects these two levels of CoPs by contacting practitioners belonging to CoPs centred on the same general activity but who are geographically distributed and 2 capitalises on the produced knowledge by contextualising, allowing it to be accessible and reusable by all the members. The authors detail the main results of the research: 1 a model of the interconnection of CoPs ICP to support knowledge sharing and dissemination; and 2 a specific knowledge management tool for the ICP knowledge base. The authors apply the model and platform to university tutors by: 1 developing a use case, which links the model and the TE-Cap 2 platform and highlights the new possibilities offered by the knowledge management tool; and 2 conducting a descriptive investigation lasting for five months.