Abstract. Scientific communities can be seen as a specific type of Communities of Practice (CoP). In this paper we analyze scientific communities from the CoP point of view. We show how models and design principles from CoP can be interpreted and adapted for scientific communities. Taking the CSCL (Computer-Supported Collaborative Learning) community as an example, we instantiate the adapted design principles and trace the development of this community based on an analysis of its first decade of existence (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003)(2004)(2005). This analysis includes an analysis of CSCL conference proceedings and an analysis of the lists of participants and program committee members of CSCL conferences.

To date the development of technical systems to support learning either in schools and universities (CSCL-systems), or in companies (knowledge-management systems) have largely developed separately concurrent, with no or little mutual exchange of experience. The approach presented here seeks to combine the strengths of both lines of development in order that both benefits from each others advantages achieve advantages for each development. Detailed requirements engineering is presented regarding, three research fields: communication theory; learning processes; and a study in companies. The requirements collected led to a sophisticated concept of annotations where annotations serve as communicative contributions, and (segmented) material is used as context. The combination and distinction between communicative contributions, and the material itself is a suitable approach for integrating the advantages of CSCL-systems (communication support) and knowledge management system s (support of content storage). These requirements are combined in a software system, KOLUMBUS, presented with its key features. To gather experience with KOLUMBUS and to convey potential for further improvement, two case studies were conducted. The main results, advantages and further potentials derived from these two case studies are described in this paper. The paper concludes with design recommendations for similar technical systems, as well as organizational hints for CSCL-groups (in schools or universities as well as in companies)

A facilitator or moderator is often responsible for supporting processes and their progress in learning communities. In this article we present an approach for supporting moderators of asynchronous processes in learning communities. This approach follows the socio-technical perspective: it includes a theory-based development of moderator tasks and the technical features designed to support these tasks. Starting with relevant work in this area, we describe our approach to moderator support in the collaborative learning environment KOLUMBUS 2. In a qualitative study, a professional moderator facilitated the discussion processes of a group of 12 students based on KOLUMBUS 2. The moderator used different methods and varying levels of participation intervention. The study showed that different intervention strategies led to different levels of student participation and different successes in finding common results at the end of the discussions. Suggestions for the design of technical features are also made

Patterns, which are based on in-depth practical experience, can be instructing for the design of groupware applications as sociotechnical systems. On the basis of a summary of the concept of patterns -as elaborated by the architect Christopher Alexander -its adoptions within computer science are retraced and relationships to the area of groupware are described. General principles for patterns within this domain are formulated and supported by examples from a wide range of experience with knowledge management systems. The analysis reveals that every pattern of a groupware application has to combine the description of social as well as technical structures, and that a single pattern can only be understood in the context of a pattern language. It also shows that such a language has to integrate patterns of socio-technical solutions with measures and procedures for introducing them, and that the language not only has to express one type of directed relationship between the patterns but a variety of different types which have to be deliberately assigned to the patterns.

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