基于Multi-Agent的虚拟组织知识管理研究

引入Multi-Agent平台于虚拟组织知识管理体系,研究提出了一种具有战略柔性的虚拟组织知识管理概念模型,强调对知识管理目标、组织、方法、过程、信息和文化等六要素的有机融合;并且,利用两状态Markov链描述了各A-gent之间的动态协作机制。     

大型工程项目信息沟通系统(PICS)

大型工程项目由于建设周期长、参与单位多、技术工艺复杂及地理分布广等特点,在建设过程中普遍存在信息沟通的困难和紊乱。信息沟通问题不仅直接造成大量不必要的开支,同时也间接影响着工程建设的进度与质量。论文提出基于Internet的项目信息沟通系统（PICS）,其实质是利用Internet技术为项目参与各方营造业个信息沟通与协调合作的共享环境,在对大型工程建设传统信息沟通方式存在弊端进行深入分析的基础上,系统阐述了PICS的概念、虚拟组织环境下的信息沟通及具体技术框架。     

本体驱动的动态虚拟社区知识通信

知识通信是实现语义Web的有效途径之一。该文给出知识通信的定义和特点,构建了基于动态虚拟社区的P2P知识通信架构;为实现高效知识路由,建立了基于本体的任务元知识库、任务实例库、规则库、本体知识库,设计了具有发现、协调和定位服务资源等功能的路由服务Agent,建立了本体驱动、分散控制的快速、准确、高效的知识路由机制。     

动态安全的虚拟组织体系结构

虚拟组织作为网络经济时代组织创新的新模式,在虚拟组织共享组织信息的框架下保障组织信息的动态安全成为组织者不得不考虑的问题。从计算机及网络科学的角度,探讨了一种动态安全的虚拟组织体系结构。在该体系结构呈现的虚拟组织平台系统上能够动态地构建多个具有保护组织信息访问安全、存储安全和流转安全的虚拟组织系统,从技术层面有效保护虚拟组织电子信息资产的安全。     

基于本体的飞机设计知识组织模型

为了解决飞机设计中知识信息量大和表现形式多样的问题,提出了一种基于本体的知识组织模型构建方法.起初论述了知识组织和本体的有关概念,然后在此基础上提出基于本体的ABC反馈方法,并构造飞机设计知识模型来验证研究成果的正确性和有效性,同时描述了基于本体构建知识模型的优点.     

基于知识碰撞模型的虚拟研讨厅系统

Internet技术带来了网络协同合作,采用知识碰撞模型的信息交流和知识共享技术,为不同地域,不同领域的人员相互合作,自主交流提供良好的辅助工具,就知识碰撞的概念,结构、方法进行了分析,并综合知识管理概念和综合集成法,提出了一个基于知识碰撞的虚拟研讨会厅模型（KCBVWS）,随后对KCBVWS的基本组成部分,体系结构,功能特点做了解释,最后,就KCBVWS系统的具体应用和发展前景做了论述。     

Knowledge processes in virtual teams: consolidating the evidence

This article takes stock of the current state of research on knowledge processes in virtual teams (VTs) and consolidates the extent research findings. Virtual teams, on the one hand, constitute important organisational entities that facilitate the integration of diverse and distributed knowledge resources. On the other hand, collaborating in a virtual environment creates particular challenges for the knowledge processes. The article seeks to consolidate the diverse evidence on knowledge processes in VTs with a specific focus on identifying the factors that influence the effectiveness of these knowledge processes. The article draws on the four basic knowledge processes outlined by Alavi and Leidner (2001 Alavi, M.Leidner, D.E., 2001. Review: knowledge management and knowledge management systems: conceptual foundations and research issues. MIS Quarterly, 25 (1), 107–136. doi: 10.2307/3250961[Crossref], [Web of Science ®] , [Google Scholar]) (i.e. creation, transferring, storage/retrieval and application) to frame the investigation and discuss the extent research. The consolidation of the existing research findings allows us to recognise the gaps in the understanding of knowledge processes in VTs and identify the important avenues for future research.     

Beyond Bandwidth: Dimensions of Connection in Interpersonal Communication

Computer-mediated communication (CMC) is a keystone of computer-supported collaborative work. Current CMC theory utilizes an information channel metaphor in which media vary according to how well they afford the transfer of messages in the channel, i.e., bandwidth. This paper draws attention to a different aspect of communication argued to be equally important: a relation between people that defines a state of communicative readiness in which fruitful communication is likely. Drawing on research on instant messaging (Nardi et al., 2000) and face to face communication (Nardi et al., 2002; Nardi and Whittaker, 2003), as well as related literature, three dimensions of connection that activate readiness are proposed: affinity, commitment, and attention. These dimensions comprise a field of connection between dyads. A field of connection is conceptualized as a labile, multidimensional space in which the values of the dimensions vary according to the history of communicative activity. Affinity, commitment, and attention are constantly monitored, negotiated, and managed through social bonding, expression of commitment, and capture of attention. The management of fields of connection requires significant interactional work to sustain communication over time.     

'I totally agree with you': gender interactions in educational online discussion groups

Abstract This paper discusses findings from an extensive project examining gender, language and computer-mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for their language content using a qualitative content analysis procedure in Atlas.ti 4.2. Nearly 700 postings were characterised according to gender on the basis of seven categories relating to language and communication style – attenuated, authoritative, traditional male and female language features, mixed language, positive socioemotional and negative socioemotional. Gender interactions were analysed in terms of positive and negative socioemotional content, focusing on explicit markers of agreement and disagreement. Gender-related patterns in language use and interaction style were found. Females were more likely than males to make attenuated contributions and express agreement, whereas males were more likely than females to make authoritative contributions and express disagreement. These results are discussed in terms of the implications for the increasing use of CMC in education.     

The Impact of Technology Availability and Structural Guidance on Group Development in Workgroups Using Computer-Mediated Communication

This article examines how technology and structural guidance influence the development of workgroups using computer-mediated communication (CMC). The results of two experiments support the notion that CMC workgroups develop over time in a similar manner to face-to-face groups. Technology availability had minimal, fleeting effects on group development. Structural guidance had a more pronounced effect, increasing feelings of belonging and goal commitment in newly formed groups, but lowering feelings of trust in maturing groups.     

On-line disciplines: Computer-mediated scholarship in the humanities and social sciences

The recent creation of global-area computer networks invites the development of tools and resources that can reap the scholarly advantages of such technology. In this paper, we discuss prospects for the productive use of computer-mediated communication (CMC) for scholarly interaction. We begin by describing the technology used to deliver information over academic networks and the kinds of disciplinary services that the technology enables. In the second half of the paper we consider factors that bear upon the development of CMC-based disciplinary centers and we call attention to their potential to create a highly interactive form of scholarship.Teresa Harrison and Timothy Stephen are Associate Professors of Communication. Teresa Harrison's research focusses on communication theory and organizational communication. Timothy Stephen specializes in interpersonal communication and the development of community.This research was funded, in part, by the Paul Beer Trust, administered by the School of Humanities and Social Sciences, Rensselaer Polytechnic Institute.     

Verbal irony use in personal blogs

Blogs are a widely growing form of computer-mediated communication used to achieve various personal and professional communicative goals. In the present study, we examined previously posted entries from 71 regular bloggers. We examined the blogs for the use of five forms of verbal irony: hyperbole, understatement, rhetorical question, sarcasm and jocularity. In addition, topic and emotional valence of the ironic utterances were examined. Results showed that hyperbole and understatement were more frequently used than the other forms of ironic language. Discussion of hobbies and social outings was the most commonly occurring topic of ironic language, and bloggers used verbal irony to convey both positive and negative intent. The results of this study demonstrated that adult bloggers do use a variety of forms of verbal irony in their personal blogs, despite the potential risk of being misunderstood.