The invisible computer
Communities of practice: going virtual
Knowledge management and business model innovation
Online Communities: Designing Usability and Supporting Socialbilty
Online Communities: Designing Usability and Supporting Socialbilty
Community Building on the Web: Secret Strategies for Successful Online Communities
Community Building on the Web: Secret Strategies for Successful Online Communities
Community-Building with Web-Based Systems -- Investigating a Hybrid Community of Students
Computer Supported Cooperative Work
Us, ourselves, and we: thoughts about social (self-) categorization
ACM SIGGROUP Bulletin - Special issue on community-based learning: explorations into theoretical groundings, empirical findings and computer support
Establishing communities of practice among students and start-up companies
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Reality is our laboratory: communities of practice in applied computer science
Behaviour & Information Technology - Computer Support for Learning Communities
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The promise of information and communication technologies is that it increases connectivity. By providing a spectrum of technologies such as email, web conferencing, telephones, and chat, ICTs bring people who are geographically dispersed together in community. Such communities can provide a new context for learning; at the same time, the social, physical, and technical context of the community's members risks getting lost through computer-mediated communication. Design for online communities, especially design for learning in online environments, tries to find ways of re-inviting participants' contexts, as context has a great bearing on learning, in fact is inextricably linked to learning. In this paper we investigate the complex relationship of context, technologies and community design issues. We present three case studies of online learning communities and analyze the interplay of context and technology for each situation, using a community of practice perspective. Each case balances the demands of time, the need for context, and the demands of practice in a unique way. The insights gained can inform both educational design and design of community technologies.