Virtual Mobility and Distributed Laboratories (VMDL) was a pilot project in the European Commission Directorate DGXII programme, Human Capital and Mobility. The project built upon experiences in the Just-in-Time Open Learning Project, JITOL, which was part of the DGXIII DELTAprogramme. The latter undertook field trials of various information and communications technology (ICT) tools and methods of support of knowledge exchange between professionals. Such exchange can be considered as part of continuous professional development or as simply an aspect of working in a professional community. In either case, on-going learning is involved. Based on JITOL experiences as well as others involving the support of distributed collaborative work among professionals, the VMDL Project looked closely at the processes of distributed collaboration and the technologies and instrumentation that can profitably support those processes.
The domain for the VMDL research was the use of information and communication technologies (ICT) to stimulate and support pan-European research. The initial objectives of the research were:
As a starting point for the VMDL work, an initial set of questions were developed which encapsulated the above goals:
Thus the metaphor for the research is well expressed by the notion of virtual mobility. The project aimed to seek ways to complement the aims of the HCM programme by creating distributed research laboratories through the addition of conceptual, organisational and instrumental value to existing communications infrastructures.
KTR Unit and Centre for Studies in Management Learning (Lancaster); University of Twente; TECFA (University of Geneva) and Neurope Lab, France
Lewis, R. & Collis, B. (1995) Virtual Mobility and Distributed Laboratories: - supporting collaborative research with knowledge technology. In Adults in Innovative Learning Situtations (eds. G. Davies and B. Collis). Elsevier/North Holland, Amsterdam, 1995.
Abstract Virtual Mobility and Distributed Laboratories (VMDL) is a pilot project in the European Commission, Directorate DGXII programme, Human Capital and Mobility. The project builds upon recent experiences of the Just-in-Time Open Learning project, JITOL, which was part of the DGXIII DELTA programme. The latter undertook field trials of various information and communications technology (ICT) tools and methods for the support of knowledge exchange between professionals. Such exchange can be considered as part of continuous professional development or as simply an aspect of working in a professional community. In either case, on-going learning is involved. Based on JITOL experiences as well as others involving the support of distributed collaborative work among professionals, the VMDL Project is looking more closely at the processes of distributed collaboration and the technologies and instrumentation that can profitably support those processes.
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Lewis, R. (1996) Sharing professional knowledge: organisational memory. Paper presented at the Multimedia Training in Trade and Industry Conference. June 1996, World Trade Centre, Amsterdam
Abstract: This paper reviews and compares the outcome of a number of recent research projects which have looked at the ways that communications technology can be used to support distributed groups of workers and learners. It blurs the distinction between 'work' and 'learning' by drawing on mainly professional communities in which the distinction hardly exists.
It considers the individual and organisational dimensions of work in communities in which interaction between members is wholly or partly dependent on a range of electronic communications media. It looks at ways in which professional knowledge, often tacit and informal, may be elicited and shared during the process of which action organisational memory is significantly enhanced.
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Lewis, R. (1996) Working and Learning in Distributed Communities. Paper presented at the seminar - Computer Supported Learning Environments, Universidad Autonoma de Madrid, June 1996
Abstract: In a society which, it is claimed, is increasingly dependent on information, cognitive processes which transform information into knowledge must become a major concern. Work and learning have many features in common and yet remain different in many ways as the intentions which are the driving force of both these human activities are distinct. Research into computer support for working and learning emphasise the differences through rather traditional perspectives but it may be possible that each research domain can offer insights into the other. This paper attempts to draw on both research cultures and makes faltering steps in creating a framework for the new insights which are required if there is to be a better understanding of the ways that communications technology can support distributed communities of workers and learners.
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Lewis, R. (1996) Ownership and membership of a 'virtual' team: the perspectives of a research manager. Paper presented at the Conference: Using IT effectively in R&D Management, IMD, Lausanne - September 1996
Abstract: Many sectors of human activity are growing increasingly dependent on information and its contextual processing in the creation of knowledge. Nowhere is this process more crucial than in distributed R&D communities. This paper draws on experience of working in such communities and on investigations into the role of information and communications technologies. This work may have begun to uncover a framework on which to base the effective application of IT in this context.
A recent research study, supported by the EC Human Capital and Mobility Programme, was undertaken by a team which was itself distributed and comprised those with background disciplines in management science, developmental psychology and information technology. It focussed on the communications channels (the media) used by international R&D communities and an analysis of the case study data revealed three significant dimensions:
This paper focuses on the last of these themes whilst drawing upon the others. It reviews the dynamics of R&D tasks and the way that this requires changing organisational styles which establish, support and maintain each individual's contribution to the collective goal as the task passes through the phases of intention, procedure and operation. It begins to address the issue concerned with capitalising on diversity rather than the more usual approach of always seeking a unifying concensus.
Keywords: Communications media; Diversity; Organisational memory; Partnership; Research teams; Technology; Virtual organisations.
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Lewis, R. (1996) Sharing professional knowledge in the healthcare sector. Invited paper presented at the Springer-Verlag Seminar: Dr. Multimedia, Heidelberg, October 1996.
Abstract This paper starts by reviewing concerns over the validity and security of information systems in the healthcare sector which are universal. It then introduces two scenarios for professional communities which are present in the United Kingdom but which may need cultural reinterpretation. There are then insights from two European projects which have investigated the role of communications media to support human-human interaction. Drawing on these outcomes, it returns to the scenarios and suggests ways in which the potential of information and communication technology may support the work of the communities involved. The need for pilot implementations is argued and the paper concludes by identifying key factors in the creation and establishment of 'virtual' organisations.
Keywords: Computer-mediated communication; Information and communication technology; Medical communities; Professional knowledge; Tacit knowledge.
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Heeren, E. & Lewis, R. (1997) Selecting Communication Media for Distributed Communities. Journal of Computer Assisted Learning, 13, 2,
Abstract: Within the 'Virtual Mobility and Distributed Laboratories' project three naturalistic case studies of distributed research communities were conducted with a focus on the communication media used. The findings provide insight into relationships between the different media that the communities selected, and the different activities to which these media contributed. These findings are also relevant for distributed groups in which collaborative learning is the primary aim. A framework is presented for understanding and recommending selections of media for particular kinds of tasks, which is derived by integrating Media-Richness Theory in Activity Theory. This framework indicates how task/media fit may be achieved while taking into account the evolving character of activities in a distributed community. Implications of the framework for collaborative distance learning are discussed.
Keywords: Activity Theory; Collaborative distance learning; Communication media; Distributed research groups; Media-richness Theory
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This document is quite long but can be accessed in Chapters from the links listed below:
NOTE: it has not been possible (yet) to include all of the Tables and Figures.
4.1 Case Study 1: The VMDL community
4.2 Case Study 2: A European Project Group
4.3 Case Study 3: The community of Physicists
5.3 Motivational factors influencing collaborative work
5.4 A management and organisation perspective
6.5 Multi-user Object-Orientated (MOO) environments