Weekend Fun: Play 20 Questions

20Q Login is the place to start. Thanks to David.

The computer beat me. I was thinking of zucchini.

McGee Amplify's on "Don't Practice? Don't Preach!"

Jim McGee exemplifies how sharing experience and trying to understand those experiences makes us collectively smarter when we try and talk about tools and how we use them. Look at the role of self reflection and awareness as you read this bit from Jim:

I'm one of those, for example, who finds web-based discussion less satisfying than blogging. Denham, on the other hand, appears to prefer web-based discussion. But he has made the effort to try the alternatives and can ground his preferences in that experience. You need to "go native" long enough to grasp what makes each of these new experiences worthwhile in their own right. You can't stop at the metaphorical level. And you can't stay detached.

There are two reasons I prefer blogging over web-based discussion. First, it allows me to get my own thoughts in order at my own pace. I lose the thread in threaded discussions. Second, blogs make it easier for me to find and link to others' thinking. The conversation moves at a slower pace and in chunks I find more satisfying.

All of these tools ought to be in the repetoire of any knowledge worker. But that requires a commitment to experimenting and working with the tools long enough to discover their signature rhythms and styles. That runs counter to software marketing practices that emphasize "out of the box experince" over time enough to learn how to use the tools and fit them to your needs. Those of us who are scouts in these new territories need to think about how to ease the transition for the settlers who will follow.

What I learned reading this echoes something Lilia mentioned last month at a gathering in the Netherlands -- this need to organize one thoughts and resources. It struck me that my entry into the online interaction world was to see others' thoughts and then to discuss them. I never had that "organizing" thing in mind.

Jenny Ambrozek asked me in email a while back about how the way I went online has influenced my development and thinking. I've been chewing on that. The event that triggered my deep dive was participation in Howard Rheingold's Electric Minds - right from the get go. It was the contact with people I did not have in my F2F life, and the conversations this contact enabled, that changed me. So I was clearly "conversation" centric from the start, not information or idea sharing out. My attention over the years has been around this and the social structures that support connection and conversation.

But dang, when someone points another perspective out to me, even better, with examples, I get it. I get it even better when they help me understand not just the functions of a tool, but their experience of those functions. Then I can expand my repetoire of how I use tools. Now THAT is social, friends. It ain't the software, it's the people. I'll keep repeating this, so fair warning, dear reader. Fair warning!

FYI, this references both a post here and on Many2Many

Kismet: Scoble Blogs on a New Multimedia Tool, Winov

I blog about video, then start cruising my blogroll and look what I find! Check out: Video fun over at Winnov where he talks about Winnov's new Cbox.

Video for (Development) Communication

In this week's The Drum Beat there is a great article on "Video for Development Communication. First, if you don't know about the Drum Beat, run, don't walk your fingers to http://www.comminit.com. It is an amazing resource on the application of communication tools and processes to development needs. Elizabeth Wickett, documentary filmmaker and sociologist consultant for development projects wrote:

Video is an essential tool for planners in agricultural innovation or infrastructure projects such as water and sanitation. Video has an important mandate: to capture voices and communicate their ideas to planners, especially women's voices in societies in which social interaction is bifurcated along gender lines."

Video can be a powerful part of an online experience as well. Look at how the Microsoft Developers Network are using it - for me it is putting a human face on what I generally charactarize as the borg. How is that changing my experience of Microsoft? (Scoble's blog, btw, does the same thing in text, so I'm not saying the only way to do this is video.) Take a peek at Andy Carvin's interweaving of video in his blog.

This past Spring working with Project Harmony in Armenia, I took a series of video clips of the project staff telling their highlights of our project. My motivation was they did not quite appreciate how unique and powerful their work was. Now I an "carry" their voices to tell the story. And then report back the impact of their work on others. (Which reminds me, I need to process that video and get it on the net!)

Bottom line: how do we decide when to augment text for a different experience? What does it add? When is it a waste? Are the individual perceptions of video significant? What of bandwidth? Lots of interesting questions. If you have any great pointers, please post a comment!

New Ways of Conceptualizing Online Events

Starting July 12 you can check out what looks to be an innovative online event: Global PR Blog Week 1.0. I'm not totally clear on their approach, but it seems to be a combination wiki/weblog event that invites anyone to present on issues related to blogging and public relations. Here are a few interesting peeks into their preparation:

• The PR BLog Week Wiki
  
• The event weblog
  
• Posting Etiquette
  
• The built-in service project now seeking non profit applicants.

Building a network online: where to start?

From David Wilcox: Designing for Civil Society: Building a network online: where to start? David wrote:

A development worker responsible for building a regional network of people involved in local social, economic and environmental projects (known as regeneration in the UK) got in touch today to explore ideas for using online tools. The network already has a content management system for its website, but needs day-to-day interaction and buzz.
A few years back I would have bubbled with enthusiasm for various possibilities.
Instead I found myself saying 'well, there are a lot of things that you can try but you'll probably find they don't work very well...' Fortunately she was fairly well-versed in the field, and had a strong sense that the hype was fading, so it was a useful conversation. Here's some bits of it, and other things I thought of later."

David quotes a number of useful things -- so check it out. But the tip off lesson for me is the line that the "network already has a content management system." This sets the technological tone. What about the human process tone? Why do we often start with technology? Why don't we start by identifying the types of activities that support networks and groups, then work back to the ways to help support those activities. Go to the heart first.

Into the Blogosphere

From Liz Lawley - Into the Blogosphere. As a blog crazed woman, I feel it my duty to point to blog research. I think it is part of the disease!

This online, edited collection explores discursive, visual, social, and other communicative features of weblogs. Essays analyze and critique situated cases and examples drawn from weblogs and weblog communities. Such a project requires a multidisciplinary approach, and contributions represent perspectives from Rhetoric, Communication, Sociology, Cultural Studies, Linguistics, and Education, among others.

Don't Practice? Watch your Preachin!

danah posted on Many2Many something that I want to pick up and run witha bit farther:

"This is precisely why it’s bloody hard to study/discuss these technologies without being a practitioner. Distance is valuable as a researcher, but it’s also limiting. You need to engage with the culture at a deep level in order to study it. Because digital technology cultures are so peculiar, you need to be involved at an intimate level. Being a lurker is just not the same. It is the practice of engaging with these technologies that makes you able to move beyond the metaphor."

I have been harboring a bit of inner burn over the past few months as well. It stems from the ease of condemnation people seem to be able to conjure about things they have not experienced, or perhaps more importantly, not experienced in the same way as another. "If it didn't work for me, it's bad. I don't care that it worked for you."

I seethe when a “blogger” or a “wiki person” condemns as inferior a web-based discussion and call it a controlling environment. It may have been inferior to them, but for others it is a very freeing, useful and even preferred medium. I boil over when a web-based discussion person dismisses the possibility that bloggers experience “community.” Just because something gets a label slapped on it like “social software” or “old style” does not make it universally better or worse. There is far more subtlety in the context of each instance and deployment. There is the unseen ways in which users bend technology to meet their needs, irrespective of the intention of the designer. This is not taken into account.

There is insufficient experience and practice to slap labels around and make claims that completely ignore a key factor of online interaction technologies.

• They are designed for a group experience.
  
• They are almost always experienced by an individual in the isolation in interaction with their computer.

My experience is not your experience. Further more, it is hard to even describe OUR experience. We romanticize the concept of group interaction, but in truth, it is imperfect, online and offline. And online we don’t see the consequences as quickly nor are our communication antennae, trained for millennium to F2F communication, as attuned to online communication. I think we are getting better. I see changes. But I can’t see if you are smiling, frowning, curious or pissed off as you read this. And if I want to communicate and engage with you, that matters to me. (If I just want to spout and publish, well, you are out of luck!)

Circling back to danah's observation about the need to be involved at an intimate level, I want to chime in with a big AMEN. Intimacy means being ready to let my perceptions aside for a moment and get a peek into yours. In means slowing down, experimenting, diving in, risking failure and god forbid, being wrong.

Or perhaps better, being both right and wrong which is how the world works. Context is everything and my right may be your wrong and visa versa. That’s life.

Also posted at Many2Many

Prensky on Digital Natives and Changing Business

Capturing the Value of "Generation Tech" Employees I have been spending some time thinking about the impact of full integration of "digital natives" into organizational dynamics. I have worked with lots of 40, 50 and 60 year olds struggling to be a successful distributed team member and collaborator. And struggle is the word. Not just in the skills, but having the new work processes fit into an old structure -- lots of tension. The few early adopters have not had enough clout in most cases to help their organizations evolve. Now will this generation bring enough weight to cause organizational change? Prensky suggests:

This generation is better than any before at absorbing information and making decisions quickly, as well as at multitasking and parallel processing. In contrast, people age 30 or older are “digital immigrants” because they can never be as fluent in technology as a native who was born into it. You can see it in the digital immigrants’ “accent” — whether it is printing out e-mails or typing with fingers rather than thumbs. Have you ever noticed that digital natives, unlike digital immigrants, don’t talk about “information overload”? Rather, they crave more information.

The youngest workers don’t need to adapt to fit into the agile, flat, team-based organizations older executives are striving to design. They just do it: They communicate, share, buy, sell, exchange, create, meet, collect, coordinate, play games, learn, evolve, search, analyze, report, program, socialize, explore, and even transgress using new digital methods and a new vocabulary most older managers don’t even understand. Blog? Wiki? RTS? Spawn? POS? Astroturf? How do these sound when juxtaposed with cross-functional cooperation, team-based management, and 360 feedback?

Using Mentoring to Improve Online Discussions

Using Mentoring to Improve Online Discussions

By Bill Brescia, Ph.D. First published in the November 2003 'Mentoring Connection', IMA's online newsletter". Some basic common sense advice about a mentoring approach to facilitating online discussions. I appreciate the lense of the mentor - it is building capacity, not pure enabling without growth.

For Faculty: Fostering Participation, Interaction, and Community in an Online Environment

Although the discussions for this online conference from 2001 are no longer available, the residual page contain many links on facilitating online learing. Here is the one with the most facilitation-oriented resources: Discussion 1: Fostering Participation, Interaction, and Community in an Online Environment

Denham's Reflections : On messages, posts & documents

I had this blog post from Denham Grey bookmarked earlier in June but wanted to come back to it. I really enjoyed Denham's reflections about his experiences and preferences in online communication which reflect the role of identity, context and group. These ideas (or experiences) become issues of exploration as we jump media from web based discussions to blogs/comments and wikis.

I'm actually glad I came back later because the comments add to the value of the blog post (something worth mention on its own!)

Denham frames this in terms of genres, a term that has been creeping up in a variety of conversations in my life, so I want to dig into this a bit more.

Bryan Alexander commented: "For one, you're touching on deep ideologies here - individualist vs collective, individual vs social, almost right and left (think libertarian and communitarian)." (Ah, does my bridge theme recur here?)

Today while working on the CoP Technologies report, we talked about the different development paths of centralist vs decentralist collaborative tool development. Again, more echoes.

I keep sensing some patterns, but I can't quite articulate them. But the persistence of these ghost images, or my attention to these issues, is consistent. It is like trying to hold a set of sometimes conflicting continuums within a system -- always seeking a balance point but unable to actually describe the balance point. Does this sound/feel familiar to anyone?

Matthew Clapp - Getting Sensible about Collaboration and KM

Dang, after a day of no blogging while in meetings it was fun to start my blogreading with a lead from Stephen Downes to an article by Matthew: Collaboration First, Then Knowledge Management .

I work with distributed teams and the challenges, symptoms and indicators Clapp talk about ring true. Collaboration is tactical first, strategic second and shoe horning it into a knowledge repository goes counter to the needs of the team IN THE MOMENT of getting work done.

Clapp offers some advice which addresses meeting team needs (pay attention to his advice to pilot before big investments in technology!!) but still begs the problem of moving team-mined knowledge and insights out across an organization. I guess we aren't there yet!

Amazing Blog Reporting from WSIS Prepcon in Tunisia

Andy Carvin's Waste of Bandwidth is hardly a waste. What a hurculean blogging reportage. WOW! Complete with video clips. I'm now wondering who else was blogging and what the aggregate would look like - the different perspectives that are inevitable at such meetings. Blogging and the civil society in action!

Blogging Myself - Now THIS is Weird

I'm tickled to be a guest blogger over on Corante's Many2Many blog. I blogged the same thing I blogged here -- Many-to-Many: Roller Coasters vs. Driver's Seats: Design and the Concept of Situational Control. Is that cheating? Now I have to figure out something just for there.

Mmmm... Sometimes I feel like I'm in a house of mirrors when I'm online. Am I there? Am I here? Am I anywhere but my chair in front of my computer? Maybe I just need to go eat some more chocolate.

Research on Learning Styles

I'm on a firehose roll today. Via Stephen Downes I checked out this report on Should we be using learning styles? : What research has to say to practice. It is a fantastic recap of the research. In my work in online interaction, I have often thought about the role learning styles plays in how we experience the online environment. My strongest hunch has been around the differences between global and sequential learners. This report has given me a lot more food for thought.

"Summary: Learning style instruments are widely used. But are they reliable and valid? Do they have an impact on pedagogy? This report examines 13 models of learning style and concludes that it matters fundamentally which model is chosen. Positive recommendations are made for students, teachers amd trainers, managers, researchers and inspectors."

LearningTimes Network - "LearningTimes"

Dan Balzer shares his experiences and lessons learned from doing blended live facilitation - he presenting F2F, his co-presenter joining online. You have to join LearningTimes Network - it's free and it is a very interesting community concerned with all aspects of learning.

In this case study, LearningTimes member Dan Balzer reflects on the unique aspects of presenting a conference session to a face-to-face audience with remote co-presenters/participants live online.

Some of Dan's gems:

Lessons - what I will do differently next time

I will plan the session with specific interaction questions that the virtual facilitator injects into the session.

I will have a "blogger"/moderator in the room working with the virtual facilitator and being his/her eyes and ears.

I will place additional microphones throughout the room to pick up classroom comments. It’s easy enough to do with a multiple jack adapter.

I will see if I can set up a camera showing both presenter and room.

I will encourage participants to engage the virtual presenter with questions as well. Eg. A participant commented that learners in the corporate setting would not be as amenable to participating in the story-telling activity that we used as an opener. Since Randall has more experience in the corporate setting I restated the question and let him address it.

I will provide more information at the beginning of the session for the virtual facilitator -- ie. number of people in the room, transitions being made.

Observations about what’s "different" about blended facilitation

In blended facilitation, some previously invisible "process elements" become part of the mainstream interaction. At times, it is necessary to make process comments to the other facilitator in the hearing of the participants. E.g. As I turned over the segment on the case for scenario-based elearning to Randall I said, "I’m keeping an eye on the clock and let’s do this segment in 3 to 4 minutes". The response from Randall was, "OK, that’s no problem." In a 100% virtual setting, these kind of interactions are typically done using the private chat feature. In the f2f setting these process adjustments are communicated either nonverbally (e.g. Pointing at a watch) or in side conversations during transitions. So the facilitators have to be comfortable letting the participants in on their decision-making process to a greater degree than in the non-blended settings.

Blended facilitation brings together the personal touch through the presence of the on-site facilitator with the voices of experts in the virtual world. My hypothesis (yet to be tested) is that the immediacy of this kind of interaction can increase motivation for learning and enhance engagement.

Questions

In what contexts would a blended facilitation approach add value to the training that you do?

What role would you play most effectively in a blended facilitation event?

What "means for learning" (i.e. technology tools) do you have readily available that you could combine in a new way to create a learning event?

Technologies for Personal Knowledge Management

Knowledgeboard is kicking off a new section on Technologies for Personal Knowledge Management.

"Personal Knowledge Management (PKM), the set of processes a knowledge worker needs to set up in order to get the best out of his knowledge during his/her daily activities, has often been considered as the missing block in most KM plans within knowledge intensive organisations, as Davenport and Prusack reckoned in their KM classic 'Working Knowledge'."

I think I fall somewhere further on the spectrum of belief that KM is more of a group thing, than a personal thing (a la Denham), but I certainly believe that PKM is important. If nothing else, it keeps one a bit more employable.

That said, I'll be interested to follow the technologies. Judith Meskill pointed to one today whose website totally alarmed me. What a poor first impression it made on me. The PPT bored me with so many slow meaningless builds I bailed after two slides. And this from a company that professes to understand how the brain works! In any case, I'm trying to follow technologies more closely as part of the CoP Tech Report Update with Wenger, Smith and Rowe.

Related links from KnowledgeBoard's email alert:

Steve Barth's website
http://www.global-insight.com/pkm/

Paul Dorsey's "What is PKM?"
http://www.millikin.edu/webmaster/seminar/pkm.html

David Gurteen's "Opening Thoughts: Defining IPKM"
http://www.kwork.org/Stars/gurteen.html#IPKM

Denham Grey's "PKM" weblog post
http://denham.typepad.com/km/2003/12/pkm.html

Lilia Efimova's "My personal KM" weblog post
http://blog.mathemagenic.com/2004/02/16.html#a1089

Dave Pollard's "Confessions of a CKO; what I should have done"
weblog post
http://blogs.salon.com/0002007/2004/05/31.html#a755

Roller Coasters vs. Driver's Seats: Design and the Concept of Situational Control

In an online discussion today, someone was commenting on the lack of functionality of the discussion threads used and suggested that the designer could have done it better/differently. I replied that we each experience the interface differently, have different preferences and that the designer probably designed for their preference and perspective.

Then I saw this article by Rashmi Sinha. Roller Coasters vs. Driver's Seats: Design and the Concept of Situational Control. This planted the seed of the idea about doing more thinking about situational control (and more generally about control itself!). Here are a few quotes that caught my attention:

"...much of what we know about human cognitive behavior tells us that there is a tendency to over-attribute the role that individual agency play in shaping our behavior, while under-attributing the role that the situation plays in our behavior."

"What are design strategies for dealing with lack of situational control? The typical response is to vie for attentional focus (always a challenge in todays era of sensory overload). There are bad ways of grabbing attention e.g., (like flashing banners and pop-ups). More benign ways might be to make the application or the content engaging. If the New York Times article I am reading holds my attention, then suddenly the lack of situational control ceases to matter. My attention is completely focused on the paper in front of me. The coffee can get cold, the cell phone gets turned off, and everything else recedes into the background. Situational control does not matter, because the design artifact has my attentional focus. Such a state of focused attention and intrinsic enjoyment has been referred to as flow (Hoffman & Novak, 2000). Making the experience immersive by using more realistic graphics is another way of gaining attentional focus. Storytelling can be another way of engaging the user, of gaining their attention.

These questions are important because the design challenge and possible solutions are shaped accordingly. They also impact how designers define their work."

I wonder what would happen if you analyzed the situational control elements for a group before you configured software for them? Can you design software to respond to those situational and control issues?

Providing a guide to blogging for groups

Jonathan Briggs on Getting to grips with personal media: providing a guide to blogging for groups: reengage in UK politics, communications, complexity and more. Make sure you catch Tom Smith's comment about blogging (creation) being the flip side of RSS (consumption). Can you have one without the other for very long?

Source: David Wilcox

Blog Crazed Woman Update - Blogroll as Personal Reflection Tool

Today's posts were mostly info links, so I thought it might be a good time for a little blogging reflection.

If you are still reading, you can see I'm still at it. In the last week or two I've been paying attention to which blogs on my bloglines list I'm still reading, which have fallen to the wayside (143 new posts!) and what I'm adding. I am getting more selective. I have to. I still have to make a living, be a mom and wife and have a little bit of offline relaxation time. It is hard because I love to read, love new ideas and information and can easily get sucked into a 2 hour web adventure. This is not for the undisciplined!

I have also been noticing my odd organization pattern in my bloglines subscriptions. They reveal my biases so strongly, I have resisted making my blogroll public. It is like "I don't want you, dear readers, to know this about me." Which in itself is interesting to me. I want to get it a bit more in order before I take the plunge, but I will leave the categories, at least at first, so you can get a glimpse into my weird mind. But some of it clearly reflects biases that I'm not totally comfortable with in myself. Who'd have thought that one's blogroll was a source for personal reflection.

Here is one surprising organizational observation for those that know me well. I have a folder for food blogs, but no separate folder for chocolate blogs. HORRORS!

Ultraversity Student Reps Talk About Intervention in Communities

More intersections from my time on the Ultraversity Hot Seat. I was pointed to this blog: Ultraversity Student Reps. Some great stuff related to what they'd like to see from their facilitators based on the tool/platform. (First Class is the LMS they use for some of their work):

Learning Facilitator Intervention

Level of intervention in communities:

More intervention, leadership and initiatives from facilitators requested, especially in the quieter small communities

Archiving discussions whilst they are still going on not welcome

Don’t summarise a discussion unless finished

Beware of summarising killing discussion

Facilitator can come in and add support to issues raised and so encourage further participation

Facilitators encouraged to start threads

Facilitators also encouraged to comment on key issues raised by researchers

Facilitators discouraged from speaking ‘ex Cathedra’ and so closing down discussion.

Chat:

Does chat discourage the use of the asynchronous discussion? Are people using chat and therefore diluting the open discussions?

Both chat and asynchronous discussion have benefits and may suit different people and learning styles.

Attributable communication in the discussion areas may limit users’ willingness to discuss

Chat may be useful in learning sets.
Posted at 12:16 am by lmhartley

First Class
Facilitators:

First Class has opened up communications with facilitators more generally. Researchers have access to a wider range of LF advice and this can sometimes lead to confusion.

Some find First Class heavy going and liked JellyOS. This may be connected with learning styles and also with researcher’s feelings of ownership of discussions in Jelly OS.

Communities:

People with multiple school roles do not fit neatly into any one community so that it becomes hard for them to see themselves as part of their small community.

Community structure is problematic. Some communities work better than others

Same few people always participate in some communities.

Size of group not necessarily a key factor in participation

Nature of people perhaps more of an issue than software in terms of participation

Don’t keep adding more communities – (not referring to specialist communities such as Gardening)

Some people need the security of a small group others find it too constraining.

Technically First Class is more reliable

Cohort 1 to help mentor Cohort 2. This is envisioned for yr2. Issue with numbers in C2

Members of Cohort 2 may need contact with Cohort 1 in similar job roles.

Cohort 1 will not grow further. Shrinking numbers may mean fewer groups will be viable anyway.

Is First Class software able to handle the dynamic reforming of groups? This to be checked with tech support.

Small First Class groups need more specific tasks with a clearer purpose defined for groups

Self directed learning needs to be encouraged but not at the loss of community purpose

Posted at 12:09 am by lmhartley

Andy Roberts' Blog: Forums vs Threaded discussions

Andy Roberts blogs in living color on Forums vs Threaded discussions.

First, I love the color. It's like I can hear all the different voices inside of Andy's head. But hey, content matters. Andy offers some opinions on linear discussion forums and also points out that we often use the same terms for things, but mean something completely different. Check out the comments that follow.

We have been having some of these discussions in a private Ultraversity hot seat discussion. It has been really interesting to see the conversations spill out into the researchers' blogs and email discussion lists. It is very rich, if someone hard to pin down in (at least) three different toolspaces. But what is most interesting is how the writers' voice changes between the hotseat discussion and the blogs. This has given me a lot to think about. It echoes some of the helpful feedback I got when I started blogging. One of the observations was that my "voice" here in my blog was different than my voice on the online facilitation list.

Verrrry interesting!

Papers from the 13th Intl' World Wide Web Conference

There are tons of papers on this site. Here are a few that look interesting

Table of Contents

Propagation of Trust and Distrust (page 403)
R. Guha, R. Kumar, IBM Almaden Research Center
P. Raghavan, Verity, Inc.
A. Tomkins, IBM Almaden Research Center

A Community-Aware Search Engine (page 413)
R. B. Almeida, V. A. F. Almeida, Universidade Federal de Minas Gerais

Session: Web of Communities
Chair: Liddy Neville, La Trobe University

An Outsider's View on 'Topic-oriented' Blogging (page 28)
J. Bar-Ilan, The Hebrew University of Jerusalem, Bar-IIan University

The Role of Standards in Creating Community (page 35)
K. Martin, Drexel University

Network Arts: Exposing Cultural Reality (page 41)
D. A. Shamma, S. Owsley, K. J. Hammond, Northwestern University
S. Bradshaw, The University of Iowa
J. Budzik, Northwestern University"

Session: Adaptive E-Learning Systems
Chair: Wolfgang Nejdl, University of Hannover

Model Based Engineering of Learning Situations for Adaptive Web Based Educational Systems (page 94)
T. Nodenot, C. Marquesuzaa, LIUPPA—IUT Bayonne
P. Laforcade, LIUPPA—faculté des sciences
C. Sallaberry, LIUPPA—IAE

KnowledgeTree: A Distributed Architecture for Adaptive E-Learning (page 104)
P. Brusilovsky, University of Pittsburgh

Authoring of Learning Styles in Adaptive Hypermedia: Problems and Solutions (page 114)
N. Stash, A. Cristea, P. De Bra, Eindhoven University of Technology

Session: Business Processes and Conversations
Chair: Susan Dumais, Microsoft Research

A Framework for the Server-Side Management of Conversations with Web Services (page 124)
L. Ardissono, D. Cardinio, G. Petrone, M. Segnan, Università di Torino

Decentralized Orchestration of Composite Web Services (page 134)
G. Chafle, S. Chandra, V. Mann, M. G. Nanda, IBM, India Research Laboratory

Personalization in Distributed e-Learning Environments (page 170)
P. Dolog, N. Henze, W. Nejdl, University of Hannover
M. Sintek, German Research Center for Artificial Intelligence GmbH

Active E-Course for Constructivist Learning (page 246)
H. Zhuge, Y. Li, Chinese Academy of Sciences

Are Web Pages Characterized by Color? (page 248)
N. Murayama, S. Saito, M. Okumura, Tokyo Institute of Technology