Game Development Reference
In-Depth Information
into the activities and processes of the school
units involved. This knowledge is generally
specific to the unit and related to its processes
that lead to the difficulty to find it beyond
its area of competencies. It represents the
relay points between the various stages of
collaboration implementation, enforcement
or the establishment of one or more processes
of the unit. This knowledge is often at a
high level of granularity and is sometimes
extracted directly from the environment
of process enforcement. This high level of
specialization infers their reduced interoper-
ability with other units of the same school
organization. Still that, this knowledge is
compulsory for the functioning of processes
within the unit and are usually transplanted
into other environments under other forms.
3. Cross level-Inter unit dimension: Depending
on the particular environment of the school
organization, the distribution of its inher-
ent processes can vary significantly in
scheduling, operating or in prerequisites.
Nevertheless, school units that contain these
processes can be matched with other school
units from a different environment in terms of
needs, knowledge or skills. This knowledge
can be a source of innovation and discovery.
Indeed, a result of this knowledge is gener-
ally the use of a new form of knowledge
completely different from the most com-
mon used one in this area. This makes this
overlap very diverse, unstructured and thus
hardly detectable compared to other levels
of overlap.
We all witness the enormous success of many
social networking services which meet personal
needs of friendship (Facebook), concise text-
based communication (Twitter), professional
networking (LinkedIn), bookmarking (Delicious),
sharing videos (YouTube) and pictures (Flickr).
The success of these services rests on the user/
client/consumer being able to actively participate
in a manner which is of personal benefit, thereby
creating value for himself/herself.
Our aim is to follow up on the success of
these services and create additional value for the
teacher as the user of such an infrastructure and
the wider community, in terms of facilitating the
creation, mashing-up, publishing, tagging, using
and rating services in a simple and user-friendly
interface. Whereas Flickr concentrates on pictures
and YouTube concentrates on videos, our idea is to
concentrate on (web) services created for and by
teachers within a social networking environment.
In this respect, our aim is to provide a social
networking platform for developing services
which address the needs of the teachers (with an
emphasis to the collaboration between general
and special education staff) and enable them to
create value.
In our initial phase, we envisage two main
types of users using the service platform:
1. Novice, inexperienced teachers without
any technical knowledge or programming
2. Power, experienced users aiming to promote
their own services.
'Collaboration as a game' can be considered
a further stage of evolution that connects knowl-
edge, represents meanings and knowledge about
things so that education experts can work together,
adding new levels of intelligence to the user in-
terface of existing (operational) systems, social
collaboration, applications, and the infrastructure
of the Web.
We aim to:
Help education experts create services to
meet their needs.
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