The Social Life of Information
Abstract
For years pundits have predicted that information technology will obliterate the need for everything from travel to supermarkets to business organizations to social life itself. They have heralded the coming of the virtual office, digital butlers, electronic libraries, and virtual universities. Beaten down by info-glut and exasperated by computer systems with software crashes, viruses, and unintelligible error messages, individual users tend to wax less enthusiastic about technological predictions. Amid the hype and the never-narrowing gap between promise and performance, they find it hard to get a vision of the true potential of the digital revolution. John Seely Brown and Paul Duguid in their book The Social Life of Information (Boston: Harvard Business School Press, 2000) help us see through frenetic visions of the future to the real forces for change in society. Arguing elegantly for the important role that human sociability plays in the world of bits, this book, and the chapters published here in First Monday, gives us an optimistic look beyond the simplicities of information and individuals. The authors show how a better understanding of the contribution that communities, organizations, and institutions make to learning, knowledge, and judgement can lead to the richest possible use of technology in our work and everyday lives.
... Actually, this is such an important fundamental shift that every learning organization should be undertaking (Paine, 2017). Brown & Duguid, (2017) highlight number of dimensional shifts that shape the new face of the digital educational era. The main dimensional move concerns the developing idea of pedagogy, which today includes message as well as picture and screen education. ...
... The third move, relating to thinking, connects with exploring-based learning in a forceful way. (Brown & Duguid, 2017) Traditionally, thinking is connected with the deductive and conceptual. However youthful students working with computerized media appear to concentrate more on the solid, proposing a type of bricolage, an idea doing with one's capacities to discover something-maybe a device, a question, or an archive-that can be utilized or changed for building something new. ...
... it progresses toward becoming as much social as intellectual, it is concrete as opposed to digest, and it entwines with judgment and investigation (Brown & Duguid, 2017). These critical moves in learning are represented in figure 1. ...
... The limits of language (Wittgenstein, 1921;Tang, 2011) may in this way derive from interaction and tension between individuals (e.g. between novices and experts), facilitating professional identities which decides what humans pay attention to, as well as what they learn (Brown and Duguid, 2000). Rather than making novel solutions to finish a goal, a CoP group may be interpreted as a system to gain and enhance existing skills (Cox, 2005;Li, Grimshaw et al., 2009). ...
... Meaning is in this way created within the process of justification and protection of job purpose, which is understood to increase the gap between employees and the innovation (dividing the organizational community). Accordingly, the identity developed within e.g. a laboratory community (Brown and Duguid, 2000) is connected to emotion and sensemaking which, unaddressed, can direct focus away from innovation efforts (leading to defensive strategies). ...
... Different understanding (tacit understanding) of what was important for the pylon development was thus found to link to role and identity (belonging to language) (Wittgenstein, 1953;Lave and Wenger, 1991). This resulted in community separation and complacent behavior which influenced actors´ attention span (Brown and Duguid, 2000). ...
Abstract
Innovation is one of the foremost generators of value for organizations. Yet, keeping up with rapid technological changes and market demands requires new ways of thinking about innovation, within and between organizations. In this innovation context, innovation speed is viewed as an innovation capability to enhance performance. However, enhancing innovation speed, co-operation, and performance between actors requires an understanding of how actors view the innovation systems of which they are part. As actors naturally resist change, they may respond in different ways to innovation implementation and co-operation, based on having different preconditions and worldviews. For this reason, having different worldviews, and being unmindful of others´ preconditions and needs, may threaten actors´ existing beliefs, providing various barriers to the pace of innovation. This is seen as detrimental to the organizational (human-centered) innovation system.
Worldviews in this case involves how actors experience and make sense of the innovation systems of which they are part. This is related to the way actors create meaning from words, language (e.g. their own world understanding) and identity, which has significant value for how they respond to change and innovation. System structure is in this way perceived to impact worldviews by the way actors belong to language. As previous literature on innovation speed has emphasized economic or management factors, the social aspect and mechanisms driving commitment and willingness to cooperate is under-represented in innovation speed studies. For this reason, the thesis takes an interdisciplinary approach seeking to enhance our understanding of innovation speed, by drawing on the human centered concepts of System Thinking (soft systems), Worldviews and Design Thinking, emphasizing organizational actors’ perspectives and experiences.
The worldview concept is investigated in relation to innovation speed from two case studies (innovation projects), presenting a worldview process, and contributes with four distinct elements perceived as significant for how actors create meaning and take action in innovation projects: trust, a sense of urgency, defensive routines, and complacency. Furthermore, to enhance clarity, future visions and understanding of asymmetrical worldviews for innovation speed, the concept of Design Thinking is examined as a human centered and visual approach for communication, awareness, and trust among actors. Accordingly, the study answers the following research questions:
❖ In what way do system perspectives (worldviews) impact innovation speed?
❖ How is system structure (organizational vs. interorganizational project cooperation) significant for worldviews?
❖ What is the role of Design Thinking for worldviews and innovation speed?
By facilitating knowledge of the complexities of organizational and interorganizational innovation situations, the thesis presents a contextual understanding of actors’ worldviews and suggests a framework for innovation speed. This is of significance to managers or those participating or seeking to arrange innovation projects.
Main contributions to the literature involve presenting the dimension of worldviews to the innovation speed literature, as well as providing a new understanding of worldviews. The findings demonstrate how organizations may efficiently incorporate actor perspectives for innovation speed success, through more transparent, inclusive, and understanding innovation environments.
... Objective knowledge is related to individuals' scientific literacy, while socio-political belief involves institutional trust. Given the central importance of channels of information in shaping individuals' perceptions of vaccines (20)(21)(22), we also examine this as a key independent factors, in addition to scientific literacy and institutional trust. In order to better explore the nuances of these different influencing factors in shaping people's attitudes, we investigate the question by comparing the differing attitudes of Chinese people toward COVID-19 vaccines from the United States and China. ...
... More exposure to social media might lead audiences to access information from different sources, besides government propaganda messages, such as information reported by foreign media and online anti-government content. Information about vaccines does not speak for itself; the type of information source through which it is communicated shapes how it is interpreted and used (22). Therefore, absorbing information from multiple sources makes it more unlikely that government propaganda will dominate public opinion and helps to reduce bias around vaccines. ...
Objective
This study aimed to investigate the different attitudes of Chinese residents toward COVID-19 vaccines produced in China and the United States in an emergency context, and then explored possible explanations for these different attitudes.
Methods
Using data collected online in May 2021, we compared Chinese citizens' attitudes toward vaccines originating from China and the US and then adopted ordered logistic models to examine how trust in institutions, scientific literacy, and information sources influence their attitudes toward different vaccines.
Results
A total of 2038 respondents completed the survey. Participants reported very different levels of trust in Chinese and American vaccines. The main finding of this paper is that individuals who trust in Chinese institutions, especially those who trust in domestic scientists, typically feel encouraged to also place their trust in domestic vaccines and to distrust those from the US. These individuals' higher evaluation of Chinese government performance makes them more willing to vaccinate with domestic vaccines and less likely to seek US vaccines. Levels of scientific literacy, furthermore, seem to have little influence on attitudes toward different vaccines. Meanwhile, respondents who acquire health information from biomedical journals are more likely to hold a positive view of US vaccines, and these individuals contribute to bridging the gap between levels of trust in Chinese and US vaccines.
Conclusions
In contrast with previous findings about Chinese attitudes toward imported vaccines, our respondents are more convinced of the safety and effectiveness of domestic vaccines than of US ones. This trust gap does not arise out of actual disparity in the quality and safety of the different vaccines per se. Instead, it is a cognition concern that is closely bound up with individuals' trust in domestic institutions. People's attitudes toward vaccines of different origins in an emergency context are more influenced by socio-political beliefs than by concern with objective information and knowledge.
... It also allows us to model concept combinations such as green banana by restricting the region of the banana concept in the color domain to the region representing green and then updating the regions in other domains (such as taste) based on the aforementioned cross-domain correlations (e.g., by restricting it to the sour region). Moreover, conceptual spaces can be linked to the prototype theory of concepts from psychology [56], which states that each concept is represented by a prototypical example and that concept membership is determined by comparing a given observation to this prototype. In conceptual spaces, a prototype corresponds to the center of a conceptual region, which adds further cognitive grounding to the framework. ...
... The idea of a Community of Practice (CoP) was originally introduced in 1991 [78]. Since then, the concept has been extended, firstly to the notion of a Network of Practice (NoP) in 2000 [56] and most recently to a Landscape of Practice (LoP) in 2014 [97,98]. ...
This volume constitutes revised selected papers from the four workshops collocated with the 19th International Conference on Software Engineering and Formal Methods, SEFM 2021, held virtually during December 6–10, 2021.
The 21 contributed papers presented in this volume were carefully reviewed and selected from a total of 29 submissions. The book also contains 3 invited talks.
SEFM 2021 presents the following four workshops:
CIFMA 2021 - 3rd International Workshop on Cognition: Interdisciplinary Foundations, Models and Applications;
CoSim-CPS 2021 - 5th Workshop on Formal Co-Simulation of Cyber-Physical Systems;
OpenCERT 2021 - 10th International Workshop on Open Community approaches to Education, Research and Technology;
ASYDE 2021 - 3rd International Workshop on Automated and verifiable Software sYstem Development.
Due to the Corona pandemic this event was held virtually.
... A lack of integration can result in inefficiencies such as duplicate data entry, inconsistent record-keeping, and difficulties tracking students across multiple systems [109]. This fragmentation often leads to siloed information, where critical data needed to support students holistically is scattered across unconnected programs [110]. For instance, a retention tool might flag students as at-risk based on attendance patterns without considering career services data showing strong internship engagement. ...
This paper explores the intersection of artificial intelligence and higher education administration, focusing on liberal arts colleges (LACs). It examines AI's opportunities and challenges in academic and student affairs, legal compliance, and accreditation processes, while also addressing the ethical considerations of AI deployment in mission-driven institutions. Considering AI's value pluralism and potential allocative or representational harms caused by algorithmic bias, LACs must ensure AI aligns with its mission and principles. The study highlights other strategies for responsible AI integration, balancing innovation with institutional values.
... Following the development of radio and television, technology is now rapidly advancing due to the presence of broadcast media. Nevertheless, there exists a discrepancy in the access of information between an individual and the information necessary to support their daily activities (Brown & Duguid, 2017). ...
Nowadays new media is widely used not only for entertainment purposes, but also to raise public awareness about major environmental issues which is critical for presenting topics like climate change, global warming, and deforestation, as well as encouraging public debate and information exchange. This research aims to seek the utilization of new media in environmental communication. Environmental communication extends beyond campaign-related activities which also affects how people see themselves and the natural world around them. This research uses CIFOR (The Center for International Forestry Research) as a study case because it is recognized as an internationally non-profit scientific organization that carries out research on the most important issues in global forest and landscape management. This research benefits from Ecological Model of the Communication Process which employs qualitative research method with single instrumental case study approach. Data is gathered through direct observation, semi-structured interviews, and extensive literary study. The result demonstrates that CIFOR has been developing multiple digital channels including podcasts, videos, datasets, presentations, and datasets. This is in accordance with the Ecological Model of the Communication Process to communicate their findings. Additionally, it has been found that new media in CIFOR combines and blurs the lines between interpersonal communication and mass media communication.
... Nonaka and Takeuchi (1995) used words tacit and explicit to label forms of knowledge. Brown and Duguid (2000) described tacit "knowledge as something we digest rather than merely hold. It entails knower's understanding and some degree of commitment" (p. ...
In knowledge-based institutions such as schools, productivity is associated with effective creation and application of operational knowledge. Using collective fingers theory, this qualitative case study explored how a considerably effective partnership between a South African township secondary school and a network of community organizations/structures, facilitated the creation and application of context-specific and socially responsive knowledge that led to improved internal school conditions, problem solving strategies, poverty alleviation, and extension of social support to vulnerable learners and their families. Based on the thematic analysis drawn from utterances of eight purposefully sampled participants, the study showed that the school’s promotion of common purpose, mutual respect, collective decision making, care for others, collective social responsibility and democratic leadership practices contributed to the success of its mutually beneficial partnership with relevant community networks. It also emerged that by going an extra mile to lobby for multisectoral social support, the school richly benefited from the benevolence of a wide network of government departments; private-corporate sector and local businesses; faith-based formations; and non-governmental organizations some of which offered similar or overlapping services while others offered a diverse range of services to the school. The study proposed that the school must minimize the frequency of late arrival and unwarranted early recusals in knowledge production meetings. It further called for increased cultural capital and inclusion of parents from lower socioeconomic households in decision-making processes; and elimination of procurement policy red tape that occasionally delayed the provision of much-needed social support to schools, families and learners.
... The concerns raised by Parnas remain relevant because they are ultimately grounded in social conditions rather than just technical considerations. Indeed, engineering computational systems always depend on assumptions about conflict and cooperation (Bowker & Star, 1999;Brown & Duguid, 2000;Ciborra, 2002;DeNardis, 2009). Most successful software engineering is predicated on cooperation among developers and users, to some degree, and everyone who maintains the economic ecosystem in which these systems will be employed. ...
... Metaphors are not merely linguistic flourishes; they are central to how IT leaders conceptualize and navigate their complex roles. For instance, the "architect" metaphor is prevalent in IT, where leaders are seen as designers of systems, laying out blueprints for future development and ensuring the integrity of the overall structure (Brown & Duguid, 2000). This metaphor emphasizes planning, foresight, and the foundational importance of welldesigned systems. ...
This paper delves into the “Leader is Servant” metaphor within the realm of IT leadership, examining how embodying the role of a servant can redefine and enhance leadership effectiveness. Utilizing conceptual metaphor theory as a foundational framework, we explore how envisioning leadership as servitude - viewing the leader as a facilitator, the team as a community, and success as shared service - can cultivate a more inclusive, empathetic, and responsive organizational culture. Drawing from diverse instances in the IT sector, we scrutinize the potential advantages of this metaphor, such as fostering a collaborative environment, boosting morale, and encouraging ethical and sustainable decision-making. Additionally, we consider the metaphor’s limitations and pitfalls, including the risks of diminished authority, perceived passivity, and potential exploitation. The paper proposes that the “Leader is Servant” metaphor provides a compelling, altruistic paradigm for rethinking leadership dynamics, particularly in the rapidly evolving field of technology. Future research might investigate how this metaphor intersects with various leadership styles across different industries or how it can be integrated with other metaphorical conceptions of leadership to enhance organizational and individual performance.
... But not all work that can be done remotely should be, for example, negotiations, brainstorming and giving sensitive feedback. This supports the broader point that Brown and Duguid (2017) make about the social life of informationthat we have to look beyond mere information to the social context that creates and gives meaning to it. ...
Purpose
The study aims to provide a critical review of the extent to which digital technologies are likely to replace human labour, the exponential rise in the amount of work to be done and how far distinctively human skills are future-proofed and therefore likely to be in short supply. It reviews the evidence for a permanent switch to home and remote working enabled by emerging technologies. It assesses the business, digital and labour strategies of work organisations and the promise and challenges from a dominant trend towards a digitally enabled flexible labour model.
Design/methodology/approach
A critical review of 1020 plus case studies and the extant literature was carried out.
Findings
The relationship between emerging technologies and work is widely misunderstood, and there are major qualifiers to the idea of an overwhelming tsunami of technology drastically reducing headcounts globally. Distinctive human skills remain valuable, the amount of work to be done is increasing exponentially and automation is becoming more a coping than a labour replacement mechanism. Moves to a hybrid digitalised flexible labour model are promising but not if short-term, and if the challenges they represent are not managed well.
Research limitations/implications
The main limitation is that we are making projections into the future, though we are drawing on a lot of different sources and evidence and past data projected into the future.
Practical implications
The problem is not labour displacement but large skills shortages that will slow down the speed of technology adoption. Skills development is vital, as is the taking of long-term perspectives towards the management of hybrid, flexible working based on human-machine interactions.
Social implications
Organisations need to revitalise their training and development and labour management models. Governments and intermediary institutions need to manage transition states if the skills required to gain economic growth are to be available, and to ensure that large labour pools do not get bypassed from not having requisite skills.
Originality/value
The study offers a more subtle and complex perspective on the emerging evidence about the future of technology and work.
... This points to the critical importance of empirical observations and analysis in order to understand the mutual shaping of digital technology and government actors and their varying impacts, outcomes, and implications (Brown and Duguid, 2000;Castells, 1996;Woolgar, 2002). Empirical research in the context of digital transformation in the public sector has confirmed that digital technology-and data-related change in government should not be considered a rational, predictable, rapid, or straightforward process but an extremely challenging, unpredictable, complex, evolutionary, and non-linear course of action (Bellamy and Taylor, 1998;Eppel and Lips, 2016;Fountain, 2008;Lips, 2012;McLoughlin et al., 2013). ...
... [5] characterizes learning administration as the "recognizable proof, development and successful utilization of an association's basic information". Information administration is "the precise, all encompassing way to deal with the practical change of the treatment of learning on all levels of an association" [6]. As indicated by [13], learning administration is the way toward distinguishing, developing and adequately applying an association's current information with a specific end goal to accomplish the association's objectives, while making an authoritative society that grants further learning creation. ...
The paper exhibits a reasonable system with regards to Knowledge Management (KM) in Business Schools (B-schools) in India. We trust that if the system is embraced in business colleges, it will yield more advantages to expand the nature of information sharing. There has been surely an outlook change in administration training in India. The new type of administration experts should be productive to handle issues from cross practical, social and moral points of view and outfitted with aptitudes to seat mark for worldwide authority positions. There has been a crying need to introduce a quality development and to benchmark the same with world models. We have made an endeavor to bolster our structure by breaking down one of the Knowledge Management apparatuses that was executed in India's Test Institute of Management (TIM), (a pen name given to cover the organization's name). This paper concentrates on the information administration instrument and elements that are actualized in TIM and a few issues that impeded learning administration hones at TIM. Presentation: Information administration is the control of empowering people, groups and whole associations to all things considered and efficiently make, share and apply learning to better accomplish their goals. KM conveys extraordinary joint effort to boost the estimation of hierarchical data and information resources prompting enhanced viability and more prominent advancement. [22] characterizes learning as "the bits of knowledge, understandings and the reasonable expertise that we as a whole have". [15, 21, 24] distinguished two sorts of learning-implied and unequivocal. Implied learning is the type of information that is intuitively comprehended and connected. Implicit information is exceedingly customized, increased through experience and impacted by convictions, points of view and estimations of the people. It is hard to arrange and dwells in the psyches of the general population having it. It is generally shared through exceptionally intelligent discussion and shared encounters. Unequivocal learning, then again, is anything but difficult to eloquent, catch and appropriate in various configurations. It is formal and methodical [13]. Express learning can be archived and effectively conveyed. This information is less demanding to share and use over the association. Learning administration frameworks are utilized by associations to meet the authoritative targets of enhanced execution, upper hand, experience exchange and the improvement of community practices. [5] characterizes learning administration as the "recognizable proof, development and successful utilization of an association's basic information". Information administration is "the precise, all encompassing way to deal with the practical change of the treatment of learning on all levels of an association" [6]. As indicated by [13], learning administration is the way toward distinguishing, developing and adequately applying an association's current information with a specific end goal to accomplish the association's objectives, while making an authoritative society that grants further learning creation. From these and different perspectives about information administration it is induced that a decent learning administration framework ought to be incorporated into the day by day schedules of the general population empowering a persistent information stream in the association. A learning administration framework depends on catching, putting away, changing and sharing the hierarchical information. Data innovation (IT) is a key empowering agent for KM frameworks and encourages the catch, stockpiling, change and dispersal of information. Administration training foundations make information amid their scholastic and authoritative procedures. Learning is made as express information as reports, strategies, results and additionally unsaid information as encounters, judgements, perspectives and observations that dwells with people. The test is the way to make accessible to the establishment this express and inferred information as an incorporated focal asset. Catching and making the institutional information accessible will guarantee progression and will quicken institutional learning [16]. Actually, most HEIs face the troublesome errand of coordinating their institutional information for enhanced learning sharing and compelling basic leadership. Learning is made at different levels in various structures and is required at every level in an alternate structure. Scholarly and managerial procedures of instructing, examination, assessment, affirmations, advising, preparing and situation and exploration and consultancy result in numerous valuable encounters and studies which might be characterized as learning with regards to administration instructive foundations [18]. KM in administration instructive organizations goes for incorporating the learning delivered at all levels and utilizing it towards the foundation's objectives and targets.
... Such a model for doing research is grounded in the social construction of information usage (Brown & Duguid, 2000); it is an extension of the idea that an infoscape is organized within various primary frames (Goffman, 1974) of information use: the political, financial, legal, ethical, moral, historical, artistic, psychological, and the technological (Skovira, 2004;Skovira, 2005). A tentative conception of the model begins with an understanding of information as proposition by which an informing message can be viewed as either true of false (Fox, 1983;Skovira, 2002). ...
Informing systems are critically designed to organizational information requirements and needs which consist of information as represented and used. The use of information is largely a tacit and situational affair. That is, the use of information depends upon the ends-in-view and the tasks-to-achieve them, as well as their circumstances and contexts. However, contexts and circumstances of information use are not the circumstances or contexts of the informing system. Circumstances and contexts are also the organizationally shared systems of meanings which make up the metaframe of the organization. This paper commences with a literature review to explore the problematic of informing systems within an organization and its dilemma of subsequent and occasional misinformation that is communicated within the infoscape. We then proffer a conceptualized model for empirical research (qualitative and quantitative) into how (and if) informing systems might be the ways and means of not only informing, but also misinforming and biasing of information to users within the metaframe of organizations.
... In an online environment, students feel disengaged as they are not in the physical presence of a teacher (Kennette & Redd, 2015) who is responsible for engaging learners in critical discourse situations. Brown and Duguid (2000) further affirm that, even with the advent of novel technologies, the interaction level among learners should remain at the cynosure owing to the fact that the social context dictates measurably the development of technology rather than the other way round. Figure 3 and Figure 4 show two interactive web-based lessons (Ramma, Bholoa, Watts, & Nadal, 2018) which can be accessed through both Android and Apple mobile devices, thereby allowing flexibility of lesson delivery (https://myptim.org). ...
... Frequently referred to in formal education contexts, the CoP-a theory developed in the latter half of the 1980s and in the 1990s by Lave and Wenger, and since extended (by, e.g., Hildreth, Kimble, & Wright, 2000)-encompasses the notion of 'situated learning', whereby practitioners construct meanings collectively in a community (Wenger, 1998). When CoPs are an integral part of PLD they can provide formal and informal learning opportunities, as well as a space for practitioners to participate in conversations about learning and teaching, and share practices (Brown & Duguid, 2000). ...
Innovation may best be considered as reinvention rather than invention. This observation is supported by a gradually accelerating change in how professional learning and development (PLD) for education practitioners and leaders is being offered, designed, facilitated, and evaluated. The reinvention of PLD includes shifts towards contextualised, personalised, selfpaced learning that build resilience because they are underpinned by the development of a professional social identity within an online community of practice—shifts that arguablychallenge notions of what actually comprises PLD provision.However, what might such reinvented PLD ‘look like’? And what are the implications for professional practice and student learning in terms of building resilience, ensuring relevance, and driving reform? This paper provides an insight into the features of, and findings from, the Virtual Professional Learning and Development (VPLD) programme initiated by the New Zealand Ministry of Education in 2010. The providers have worked mainly with primary and secondary school leaders and teachers, although one tertiary teacher has participated. The VPLD has been designed to exploit a range of affordances that in turn provide flexibility of choice, time, and approach for participants, enabling them to build and shape their knowledge and skills, all within the framework of mentoring and an online community of practice (CoP).This paper illustrates some of the dynamics and possible results of the VPLD programme by presenting two vignettes (in part drawn from the associated research study), along with other illustrative data. The vignettes and following discussion clearly indicate the value of the VPLD model by demonstrating changes in the practitioners’ roles which have resulted in, for example, increases in the development of students’ metacognitive skills. There is also anecdotal evidence of improvements in student achievement of learning outcomes.
... The selection of the location of economic activities is also less important and even make spatial agglomeration and industrial clusters obsolete. Second, although internet development has reduced the distance barrier, internet and face-to-face communication are complements, rather than substitutes (Brown & Duguid, 2017;Kaufmann et al., 2003). For example, some studies have found that internet use promotes labor mobility, causes population agglomeration, and increases firm agglomeration (Shi et al., 2018;Xu et al., 2021). ...
China plans to arrive at its peak in the emissions of carbon dioxide and reach carbon neutrality by 2030 and 2060, respectively. What role does internet technology, as a key twenty-first-century technology, play in China's achievement of its two carbon goals? Based on datasets about Chinese prefecture-level cities collected mainly from statistical reports released by the China Internet Network Information Center (CINIC), China City Statistical Yearbook, and China Energy Statistical Yearbook in 2006–2019, this paper empirically examines how the development of the internet influencing energy efficiency. This paper uses the policy of “network power nation” strategy and “internet plus” (NPNIP) as a policy impact to construct a continuous difference-in-difference (DID) model for an empirical investigation, and use a mediating effect analysis to test the transmission mechanism involved in industrial structure upgrading, technological innovation, and economic agglomeration. Empirical findings show that energy efficiency is improved by the development of internet. But this result has significant regional heterogeneity. Internet development can significantly reduce energy intensity in the eastern region and mature resource-based cities, but not the central and western regions and other resource-based cities. The mediating effect results show that the internet improves energy efficiency in three ways: upgrading industrial structure, stimulating technological innovation, and economic agglomeration. The empirical findings in this paper lead to many policy recommendation, including strengthening the formation of new infrastructure, deepening the organic integration of the internet across industries, and exploring the legal regulations on internet technology in specific application areas.
... Brown & Duguid (2000) [1] recounted that in the company Xerox, the technicians that had repaired the machinery started to exchange suggestions and tricks for solving problems. They did it through informal sessions of lunch breaks. ...
... research and Action Learning in the ield of Education across all life stages and sectors, on a world stage" . Our relation to knowledge has changed, along with the way in which one acquires knowledge (Brown and Duguid, 2000). Technology has increased our access to information, but that does not equate with gains in knowledge. ...
... One school of thought holds that the boundaries of such an organisation are virtual, rather than physical or organisational (see, for example, Marchionini 2002). They are established according to where information flows, and how that information is used to carry out organisational agendas (Brown and Duguid 2000). In some of the 12 WSDAN sites, the long-term vision has been to achieve an integrated social care and health care service for users, but information does not flow easily from one service to another. ...
Key Points:
Between 2008 and 2011, The King’s Fund and the Department of Health CareNetworks worked with 12 sites in England to undertake research and provide educational and experiential learning opportunities as part of the Whole System Demonstrator Action Network (WSDAN)
One of WSDAN’s key aims was to examine the progress and impact of telecare and telehealth interventions across these sites, to provide evidence and learning to feed into the larger Whole System Demonstrator evaluation. Three themes emerged as particularly important areas for consideration whenadopting telehealth and telecare: leadership; working practices, skills and development; and data management.• Key characteristics for growth and sustainability exhibited across the 12 sites included: collaboration within and across organisations; leadership; developing alliances and partnerships; identifying critical services; developing a sharedvision; cultivating participation; building capacity; exploiting funding opportunities;and working across professional boundaries. While these factors appear necessary to sustain and expand telecare and telehealth services, they are insufficient on their own. Other areas that need to be addressed include: fostering fundamental service redesign; supporting professional development and staff training; analysing and designing the infrastructure prior to equipment being deployed; applying recognised standards; making decisions based on good interpretation of available data and evidence; and developing governance arrangements at national level to avoid regional variations in services. The changing political environment, including NHS reforms and reductions in local government funding, have also had a significant, negative impact on the adoption of telehealth and telecare services. As resources for investment have become squeezed, the continuity of focus provided by local leaders and champions has been eroded. For new technologies to be taken forward, it has been paramount to present robust business cases and sustainability plans that are structured around improved health and social care outcomes as well as efficiency deliverables(Quality, Innovation, Productivity and Prevention, or QIPP)
... The theoretical framework for the study is based on social learning theory. According to social learning theory (Brown & Duguid, 2002), learning occurs in social contexts and is influenced by symbolic interactions. Brown (2008) explains that learning communities are groups of people who share an interest in the learning process, learn both with as well as from each other, and develop a supportive atmosphere to encourage success among members. ...
... However, there are several other pedagogical models focusing more on learning communities & communities of practice and collaboration [17], [20], [23]. In addition, there is a new predisposition towards more social-constructivism learning approaches followed by the educational community [5], [7]. ...
Nowadays, the use of Web based Education (WbE) in distance learning education is considered to be an innovative method of learning. Supportive parties argue that WbE renews the educational practice through the use of computers and their applied methodology, as well as the technologies provided by the use of the internet. These result to consciously renewing the educational material and to creating a flexible structure which promotes the individualization of learning. The proposed model aims at delivering technological classes through the internet, offering a flexible use of means and tools, allowing a synthetic presentation of selected bibliographic texts that cover the whole cognitional object, developing a cooperative spirit and individualising the learning procedure.
... Research shows that siloed teams are a common challenge in firm-wide virtual work, resulting in fewer cross-group interactions (Yang et al. 2021). These conversations, sometimes known as incidental learning (Brown and Duguid 2000), could lead to cross-project learning, bringing diverse perspectives into the problem-solving process. One participant explained, "there is a … miss [of] the random conversations. ...
Lower costs and higher employee satisfaction are some of the benefits driving organizations to adopt dispersed and virtual working arrangements. Despite these advantages, product design engineering teams—those who develop physical products—have not widely adopted this working style due to perceived critical dependence on physical facilities and the belief that it is ineffective to communicate technical details virtually. This paper uses the mass shift in working conditions caused by the COVID-19 pandemic to explore the feasibility of virtual and distributed work in product design engineering. We conducted 20 semi-structured interviews with product design engineers working virtually to uncover current challenges of, and the beginning of promising strategies for, effective virtual engineering work. We categorize and analyze Tangible Design activities, Intangible Design activities, and Communication and Project Management activities throughout the product design process. Contrary to present opinions, we found that much of a product design engineer's work is realizable in a virtual and distributed setting. However, there are still many challenges, especially when attempting Tangible Design activities—those that require physical products and tools—from home. These challenges, missing from existing virtual product design engineering literature, include but are not limited to individuals’ lessened sense of accountability, fewer de-risking opportunities before product sign-off, and limited supervision of production staff. Product design engineers described novel strategies that emerged organically to mitigate these challenges, such as creating digital alternatives for engineering reviews and sign-offs and leveraging rapid prototyping. Recent advances in technology, an increased commitment to reducing environmental impact, and better work-life balance expectations from new generations of workers will only push society faster towards a distributed working model. Thus, it is critical that we use this opportunity to understand the existing challenges for distributed product design engineers, so that organizations can best prepare and become resilient to future shocks.
How are you measuring the value of your online communities and networks of practice? This research-in-progress paper identified the landscape of social networks, networked learning, and social network technologies. Based upon Wenger’s et al. (2011) framework on promoting and assessing value creation in communities and networks, a model has been identified to measure the success of the organization’s “knowledge collective” - the dialogue and learning in online communities and networks of practice in corporate environments. In our rapidly changing workplace landscape, augmenting formal performance improvement activities are informal learning and coaching incorporating social network technologies to increase involvement, strengthen relationships, and enhance individuals’ development. The methodology for the research study has been presented and used in conducting two concurrent studies in two countries (Netherlands and Canada). Preliminary results of the two studies will be presented at the conference and upon completion of the research, the results will be incorporated into this paper. The model presented in this study will provide an evidence-based instrument for organizations to measure the value of the dialogue in online communities to achieve business results.
Tradicionalmente se ha dividido la educación, en presencial y a distancia; los cambios actuales inducidos por las Tecnologías de la Información y las comunicaciones; en su triple rol de infraestructura, objeto de estudio y herramienta; en cuanto a la percepción del tiempo y la distancia modifican intuitivamente esta diferenciación. En este artículo se objetiva la razón de este cambio de percepción en el contexto del hipermundo, una heterotopía moderna universal. La mayoría de los docentes y estudiantes han intuido estos cambios, pero al no disponer de elementos para su objetivación, no pueden hacer los cambios necesarios para “actualizar” sus propuestas educativas y han mantenido su creatividad en los marcos que entregaba la sociedad industrial.
Purpose
This paper focuses on image-to-text manuscript processing through Handwritten Text Recognition (HTR), a Machine Learning (ML) approach enabled by Artificial Intelligence (AI). With HTR now achieving high levels of accuracy, we consider its potential impact on our near-future information environment and knowledge of the past.
Design/methodology/approach
In undertaking a more constructivist analysis, we identified gaps in the current literature through a Grounded Theory Method (GTM). This guided an iterative process of concept mapping through writing sprints in workshop settings. We identified, explored and confirmed themes through group discussion and a further interrogation of relevant literature, until reaching saturation.
Findings
Catalogued as part of our GTM, 120 published texts underpin this paper. We found that HTR facilitates accurate transcription and dataset cleaning, while facilitating access to a variety of historical material. HTR contributes to a virtuous cycle of dataset production and can inform the development of online cataloguing. However, current limitations include dependency on digitisation pipelines, potential archival history omission and entrenchment of bias. We also cite near-future HTR considerations. These include encouraging open access, integrating advanced AI processes and metadata extraction; legal and moral issues surrounding copyright and data ethics; crediting individuals’ transcription contributions and HTR’s environmental costs.
Originality/value
Our research produces a set of best practice recommendations for researchers, data providers and memory institutions, surrounding HTR use. This forms an initial, though not comprehensive, blueprint for directing future HTR research. In pursuing this, the narrative that HTR’s speed and efficiency will simply transform scholarship in archives is deconstructed.
Assessment for social justice seeks to explore the ways in which our assessment practices reflect and nurture broader principles of social justice. In this chapter, I explore the specific aspects of epistemic justice that we should consider when reflecting on our assessment practices and assumptions in more detail. Assessment for social justice and epistemic justice are also closely linked to the need for a radical rethinking of what is meant by the now common term ‘authentic assessment’. This chapter employs three epistemic scholars to demonstrate the ways in which this essential epistemic aspect can be brought into discussion with new understandings of authentic assessment. To this end, I discuss the decolonial work of Santos to help orientate assessment into a broader social context. Using Bernstein’s work on knowledge in higher education, I then consider the ways in which assessment should be attuned to the knowledge it seeks to evaluate. Finally, through Fricker’s work on epistemic justice, I explore how this can provide an initial foundation for genuinely transformative assessment change by helping us to understand how injustice occurs.
By scrutinizing two pivotal phenomena, that is knowledge management and innovation, this chapter places a special focus on the knowledge “flowing” process from the organization toward the network level and delves into the relevance of intellectual capital. Adjointly, emphasis is laid on the COVID-19 context, which has posed novel challenges for the understanding of all organizational and network facets. The discussion looks into the business environment developments lately, revealing that companies resort to the knowledge resources embedded in their networks, striving to capitalize on opportunities by reconfiguring dynamic knowledge capabilities and creating new knowledge. By relying on relational capital represented by networks, which facilitates the sharing of knowledge and the buildup of intellectual capital (Paoloni et al. Journal of Knowledge Management, 2022), organizations aim to overcome the uncertainties and challenges brought about by the global health crisis and its subsequent economic and social effects. Simultaneously, organizations harness digital technology capabilities to manage internal and external knowledge resources and sustain innovation in products and services but also management and business model innovation. To this end, they employ various knowledge management strategies to develop creative collaborations and partnerships with stakeholders and thus constantly accrue and replenish core knowledge resources through synergic business exchanges. Such knowledge flows nurture the development of innovative capabilities, growth, and performance.
The research paper argues that the challenges facing the world today require a wiser political-economic philosophy. A philosophy that can provide a 21st century paradigm that enables nations and markets more relevant ‘response-abilities’. Such a paradigm is not only possible, it is practical, and currently is, a purposefully-made invisible ground of our current economic orthodoxy.
The paper builds on the foundation of a Chartalist understanding of the nature of currency. Chartalist theorists argue that money is a token (e.g. an IOU). Chartalism is derived from the Latin word 'charta' meaning ticket or token. Neo-chartalists, argue that a key concern requires distinguishing between institutions of governance that can issue money versus money users. This distinction enables the democratic debates about the use of resources for public purposes. This theory of money has been further developed by recent work related to Modern Monetary Theory (MMT). MMT enables a more accurate description of currency creation and therefore provides a more realistic framework for policy imagination that expands the scale and scope of possible policy decisions and analysis.
Understanding a Modern Monetary Theory (MMT) approach invites us to revisit that concept of the factors in the economy. At minimum any democratic political economy that issues its own currency should ensure its citizens have the literacy and means of political participation to ensure that the collective power of citizens is properly enacted to fulfill the general will of citizens in shaping their political economy.
Medewerkers in organisaties lopen tegen allerlei morele vraagstukken aan. Organisaties vinden het belangrijk dat medewerkers hiermee ‘goed’ omgaan, dat zij op de goede manier de goede dingen doen. Dit proefschrift heeft het leren van organisaties over morele vraagstukken als centraal thema. Centraal staat het 4I-model voor organisatieleren van Crossan, Lane, Maurer en White (Crossan, Lane & White, 1999; Crossan, Maurer & White 2011). Zij beschrijven organisatieleren als een systeem waarin leren op meerdere niveaus in de organisatie plaatsvindt: het individuele niveau, groepsniveau en organisatieniveau. Daarnaast beschrijven ze vier sociaalpsychologische processen die leren ondersteunen op en tussen deze niveaus: Intuïtievorming, Interpreteren, Integreren en Institutionaliseren. Het model gaat niet specifiek in op moreel leren.
Binnen steeds meer organisaties worden reflectiegesprekken georganiseerd om te leren over morele vraagstukken. Een dergelijk moreel beraad is een overleg waarin op gestructureerde wijze wordt gereflecteerd op een morele kwestie die speelt in de beroepspraktijk. Je kunt de uitkomst van zo’n moreel beraad opschrijven in een apart document: ‘moresprudentie’. Op die manier kunnen derden delen in de kennis en de inzichten blijven behouden voor de organisatie. Moresprudentie kan in potentie een sleutelrol vervullen bij moreel organisatieleren.
Uit het onderzoek blijkt het model van Crossan et al. goed houvast biedt voor het bestuderen van morele leerprocessen. Learning on the job speelt hierbij een belangrijke rol: collega’s wisselen met elkaar morele argumenten uit en beoordelen deze kritisch. Zij toetsen daarbij hun persoonlijke morele normen en ervaringen aan elkaar en stemmen dit op elkaar af. Zo wordt een collectief inzicht over het morele vraagstuk mogelijk. Ook bij het integratieproces – waarbij een moreel inzicht op groepsniveau op organisatieniveau wordt geïntegreerd in onder andere bestaande organisatiesystemen, routines, regels en werkwijzen - blijken dergelijke processen van toetsing en afstemming plaats te vinden. Dit proces van impliciet dan wel expliciet wederzijds afstemmen en overnemen van morele argumenten en morele oordelen van een ander, noem ik ‘moral matching’. Organisatieleren over morele vraagstukken wordt bevorderd als er een moral match is tussen de morele inzichten van de betrokken medewerkers. Een geslaagde moral match is echter geen voorwaarde voor organisatieleren. Agree to disagree of een fair compromis zijn immers verdedigbare uitkomsten van een leerproces in een pluriforme organisatie en samenleving. Volgens het 4I-model vormt institutionalisering een wezenlijk onderdeel van het organisatieleren. De factoren die het institutionaliseren van morele inzichten ondersteunen of hinderen, zijn onder te verdelen in: 1. cognitieve of kennisinhoudelijke factoren, zoals de urgentie van het morele vraagstuk, en de begrijpelijkheid van het morele inzicht, 2. organisatorische factoren, zoals invloed hebben op de tot standkoming van het morele inzicht en ervaring opdoen met het morele inzicht, 3. factoren die een meer (sociaal-) psychologisch karakter hebben, zoals invloeden van buitenaf als bemoeienis te zien. Het institutionaliseren van morele inzichten is dus een gelaagd proces. Het is bijvoorbeeld belangrijk dat het morele inzicht op cognitief niveau te begrijpen is en op affectief niveau aangrijpt bij de ontvanger van het morele inzicht. Ervaring met het morele inzicht is van belang voor het al dan niet overnemen ervan. Moresprudentie, als de drager van morele kennis en als onderdeel van het organisatiegeheugen, heeft zich in de praktijk in Nederland ontwikkeld tot een concept dat meerdere vormen, doelen en doelgroepen kent. Dit proefschrift maakt een onderscheid tussen 1e, 2e en 3e orde moresprudentie en het moresprudentie archief. Moresprudentie draagt bij aan het bestendig moreel organisatieleren als het in de juiste vorm wordt aangeboden, gericht op de juiste doelgroep, en op het juiste niveau in de organisatie en als het wordt ondersteund door strategisch beleid. Wanneer kan een ethicus vanuit zijn of haar expertise een rol spelen in het leerproces? Bij het uitvoeren van moreel beraad, bij het formuleren van moresprudentie en bij het adviseren in het kader van organisatieleren over morele vraagstukken. Hiervoor heeft de ethicus meer expertise nodig dan tot dusver in de wetenschappelijke literatuur is beschreven. De vereiste expertise kan ook aanwezig zijn bij andere professionals binnen de organisatie; de ethicus is uniek qua expertise voor het ontwikkelen van 2e orde moresprudentie.
Doctoral dissertation on using the cognitive surplus to crowdsource the creation and evaluation of innovation ideas. The objective is to help firms accelerate architectural innovation, which relies on making new and value-creating connections between existing solution components. Companies traditionally struggle with architectural innovation as their research and development departments are focused on deep expertise in a small number of individual disciplines rather than a broad knowledge across several disciplines. The latter is a prerequisite for discovering new and previously unexplored ways in which existing solutions can be combined to create a new value proposition. The empirical study shows that the cognitive surplus provides a valuable and mostly untapped resource that companies can leverage if they approach their customers with the appropriate incentive framework.
The framework presented in the paper identifies the promises and pitfalls of Artificial Intelligence (AI) and End-User Development (EUD) approaches by focusing on two basic system components: (1) adaptive systems (grounded in AI) that change their behavior automatically driven by context-aware mechanisms including models of their users and specific task contexts, and (2) adaptable systems (grounded in EUD) that can be adjusted, modified, and extended by their users in order to capture unforeseen and important emergent user needs and aspects of problems. Grounded in an analysis of design trade-offs between the two approaches, arguments, and examples for creating a desirable symbiosis between adaptive and adaptable systems are described and design guidelines for future socio-technical environments are explored contributing to the development of theoretical concepts for the future of EUD.Keywordsartificial intelligenceadaptive systemscontext-aware interactionsuser and task modelingPersonalizationend-user developmentadaptable systems meta-designcreativityAuto-CorrectChatGPTdesign trade-offsdesign guidelines
A (POST-)REVOLUTIONARY LANDSCAPE: SOCIAL CHANGES AS A CONSEQUENCE OF THE DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGIES The primary aim of the book is an attempt to look at the current picture of the relationship between social life and information and communication technologies (ICT), from the perspective of forecasts and assessments that were made in this regard several decades ago. At the root of this text, therefore, is a desire to determine the extent to which the hopes and fears expressed in public debate concerning the emergence and spread of the Internet and related technologies proved accurate, and the extent to which the expectations about society of the future voiced by various circles turned out incorrect. A number of related and more specific problems are clustered around this basic issue, which are also of interest. Thus, the text is definitely more of a venture into the realm of social thought, the values that underlie the democratic order and the dynamics of social development than a review of empirical studies documenting specific phenomena and processes.
This research has the objective of presenting the context of the Economic Clusters of Innovation Program (ECIP) as an orchestrating project of public innovative networks, analyzing how the Program used orchestration constructs in its relationship, constituted by different actors (Universities, Government, Researchers, Entrepreneurs and Policy-makers) that formed the public policy. For data collection, semi-structured interviews were conducted with thirty actors from local innovative ecosystems. Among the results obtained, it is concluded that the ECIP encouraged and managed interactions in a systematic and significant way among its actors, generating a great positive impact on the innovation results of the network.
Considerable research has examined the antecedents and benefits of knowledge sharing in organizations. Workplaces, however, are competitive arenas, and it is generally recognized that rivalry between employees occurs as a result of them jostling for resources, opportunities, and promotion. We theorize that rivalry, i.e., two high-performing individuals competing for the same resources and opportunities, can result in individuals perceiving that others are unwilling to share knowledge. We also seek to understand if high-performing individuals who are co-located are more likely to perceive that others are unwilling to share knowledge. To test our hypotheses, we conducted a study of 185 employees in a global IT department of a large global corporation. Using quadratic assignment procedure (QAP), we analyzed 34,040 dyadic relationships. We find support for our theory that high-performing individuals are more likely to perceive others as unwilling to share knowledge when those individuals are also high-performers and if they are co-located. We discuss the practical implications of our findings for individuals and leaders.
Since 2016 a significant program of work has been initiated by the U.S. Defense Advanced Research Projects Agency (DARPA) under the title of explainable artificial intelligence (XAI). This program is seen as important for AI adoption, in this case to include the needs of warfighters to effectively collaborate with AI “partners.” Technology adoption is often promoted based on beliefs, which bears little relationship to the benefit a technology will provide. These beliefs include “progress”, technology superiority, and technology as cornucopia. The XAI program has widely promoted a new belief: that AI is in general explainable. As AI systems often have concealed or black box characteristics, the problem of explainability is significant. This paper argues that due to their complexity, AI systems should be approached in a way similar to the way the scientific method is used to approach natural phenomena. One approach encouraged by DARPA, model induction, is based on post-hoc reasoning. Such inductive reasoning is consistent with the scientific method. However, that method has a history of controls that are applied to create confidence in an uncertain, inductive, outcome. The paper proposes some controls consistent with a philosophical examination of black boxes. As AI systems are being used to determine who should have access to scarce resources and who should be punished and in what way, the claim that AI can be explained is important. Widespread recent experimentation with ChatGPT has also highlighted the challenges and expectations of AI systems.
Cette thèse porte sur la relation entre le travail intellectuel et son outillage, à travers une étude de l’héritage épistémologique de Paul Otlet (1868-1944), le premier théoricien de la documentation. Elle traite du problème de l’organisation et de la gestion des connaissances savantes sous l’angle de la documentation personnelle. Il s’agit à la fois d’un travail théorique en documentologie et en organisation des connaissances, et d’un travail réflexif basé sur la conception et l’utilisation d’un outil de visualisation de graphe documentaire nommé Cosma. À travers l’analyse des écrits, schémas et réalisations documentaires d’Otlet, nous établissons que la logique de réseau qu’il propose n’est pas seulement de nature institutionnelle mais qu’elle s’applique également aux documents eux-mêmes. Nous reprenons une hypothèse émise par W. Boyd Rayward, jamais réellement éprouvée, qui consiste à établir un parallèle entre les composants fondamentaux du travail d’Otlet (principe monographique, classification décimale universelle) et ceux des systèmes hypertextuels (nœuds, liens). Nous vérifions empiriquement ce parallèle en nous appuyant sur les réalisations du programme ANR HyperOtlet, et nous le généralisons à la notion de graphe pour proposer les éléments d’une théorie relationnelle de l’organisation des connaissances. Nous caractérisons l’épistémologie de la documentation personnelle hypertextuelle comme réflexive et heuristique : la représentation du graphe met en évidence la nature réticulaire de certains processus d’écriture et, par-là, de pensée ; elle sert d’aide-mémoire, avec une logique d’émergence informationnelle. À partir de ce travail, nous proposons la notion de cosmographie comme mise en ordre d’un univers intellectuel par l’écriture, entre idiotexte (écriture comme mémoire prothétique singulière), hypertexte (écriture réticulaire) et architexte (écriture de l’écriture).
Każdej działalności gospodarczej towarzyszy niepewność rezydualna, czyli
taka niepewność, która pozostanie nawet po przeprowadzeniu najlepszej
analizy i jest związana z istotą przedsiębiorczości. Ale niepewność wywołana
pandemią COVID-19 jest podobną do tej towarzyszącej stanowi wojny, kataklizmu,
kryzysu czy zarazy. Celem artykułu było zidentyfikowanie zachowań
strategicznych przedsiębiorstw w warunkach niepewności i kryzysu oraz
wskazanie propozycji możliwych do realizacji w sytuacji kryzysowej spowodowanej
SARS-CoV-2. Zrealizowanie tych celów pozwoliło na odpowiedź
na następujące pytanie badawcze: Jakie są wytyczne dla przedsiębiorstw
w trakcie trwania pandemii w kontekście formułowania strategii. W badaniu
przyjęto metodę systematycznego przeglądu literatury. Dokonano przeglądu
literatury ze szczególnym uwzględnieniem niepewności, kryzysu oraz strategii
rekomendowanych dla przedsiębiorstw, które znalazły się w danych warunkach.
W drugiej części artykułu na podstawie wybranej strategii zostały sformułowane
wytyczne dla przedsiębiorstw dotkniętych kryzysem wywołanym
przez COVID-19. Analiza została dokonana z punktu widzenia przedsiębiorstwa
zajmującego się obrotem wyrobami węglowymi i była wynikiem subiektywnej
oceny sytuacji dokonanej przez autorkę artykułu, która od 2011 r. prowadzi
tego typu działalność gospodarczą. Użyte narzędzie może być z powodzeniem
stosowane przez przedsiębiorstwa niezależnie od wielkości czy branży, w jakiej
działają.
Bu çalışmada çevrimiçi ve kitlesel açık çevrimiçi derslerde kültürel unsurlar incelenerek transkültür varlığına ilişkin göstergeler belirlenmeye çalışılmıştır. Çalışma transkültür olgusu çerçevesinde öğretim tasarımı ve ders yapısı, öğrenen özellikleri ve öğrenme deneyimleri ve öğreten özellikleri ve öğretim sürecindeki deneyimleri bağlamlarında ele alınmıştır. Bütüncül çoklu durum çalışması deseninin uygulandığı çalışmanın örneklemini lisansüstü düzeyde örgün bir çevrimiçi ders ile bir xMOOC oluşturmaktadır. Kuramsal ve kavramsal altyapı çerçevesinde araştırma sorularına cevap ararken sistematik alanyazın taramasının yanı sıra yapılandırılmış ve yarı-yapılandırılmış görüşme, gözlem ve doküman incelemesi tekniklerinden yararlanılmıştır. Araştırmanın bunların dışındaki veri kaynaklarını tartışma forumu gönderileri, ÖYS mesajları, e-postalar, sosyal medya gönderileri, geribildirimler, etkileşimlilik raporları ve derse yönelik dış kaynaklardan elde edilen katılımcı görüşleri oluşturmaktadır. Veri analizinin sonucunda her iki duruma ilişkin transkültür oluşumunu destekleyen unsurlar topluluk ve yapı olmak üzere iki ana tema ve bu temaları oluşturan yedi kategori ve yedi alt-kategori etrafında biçimlendirilmiştir.
Araştırma sonuçlarına göre, Durum 1’de transkültür oluşumu Durum 2’ye kıyasla daha yoğun hissedilmektedir. Bunun sebepleri arasında kuralların fazla olmasına rağmen açık olması, dersin hayli yapılandırılmış olmasına karşın öğrencilerin diğer öğrenenlerle birlikte öğrenmelerini yapılandırabilecekleri tasarım öğelerinin dahil edilmesi, ve ortak çıkar/amaçlar ile işbirliği ve ortak çalışma gerektiren etkinliklerin fazla olması, bunun sonucunda da topluluk duygusu, ortak çalışma kültürü ve kimliğin oluşabilmesi gösterilebilir. Durum 2’de ise transkültür oluşumunun daha az gözlenmesinin nedenleri etkileşimin az olması, kuralların az olması sebebiyle esnekliğin fazla olması, süreçlerin izlenmemesi, işbirliğinin az olması, öğrenen çeşitliliğinin fazla olmasına bağlı olarak derse katılım amaçlarının da çeşitlilik göstermesi sebebiyle ortak çıkarların/amaçların az olması, ve tüm buna bağlı olarak ortak çalışma kültürünün ve kimliğin oluşamaması şeklinde sıralanabilir.
Hybrid teaching mode, meaning synchronous online and face-to-face teaching is inevitably applied in tertiary education in Hong Kong due to the unprecedented pandemic situation. The creative-oriented and practice-based design-related programmes have to follow though it is more challenging. This chapter studies the student learning experience when applying hybrid teaching mode in different pedagogical approaches on design-related tertiary education programmes, namely theoretical-based, studio-based, technology-based and group project-based on a mixture of teaching formats including lecture, tutorial, in-class discussion and workshop, etc. The study adopts mixed methods to investigate design students’ learning experience and challenges under hybrid teaching mode. Semi-structured interviews with online questionnaires were conducted targeting four years’ students to understand the personal and in-class learning context, and initiate recommendations that apply to the pedagogical approaches. Our findings conclude that despite of better attendance and punctuality, students’ disciplines, technical problems, in-class interaction and teachers’ class management capability are the main concerns.
An electronic medical record (EMR) is a cognitive tool with a determinative role on our work and results, and therefore contributes to unwarranted practice variation. Current NICU EMRs generally are underconceptualized, particularly in the sense that they do not make explicit much of the tacit thinking we employ in doing our work. In contrast, an EMR database most usefully maps and stores explicit data elements—in distinction to free-text fields, which generally permit variable, inconsistent, incomplete, and even potentially inaccurate, characterization of the circumstances one is trying to record. Additionally, free-text fields generally preclude reliable and unbiased automated data retrieval at the group level. Many NICUs use an EMR produced by one of a few vendors. However, that does not assure NICUs use the same data elements nor share a common conceptualization of their work, including (at least, implicit) EMR aims. Understanding the notions of elementary questions, the difference between data, information, knowledge, and wisdom, and setting explicit goals for a NICU EMR increases its value as a cognitive tool. NICU EMR goals should include features not feasible without an EMR, such as computing posttest disease probability, decreased risk of error, and improved provider communication efficiency. User acceptance of an EMR does not necessarily imply a problem was successfully solved.KeywordsElectronic medical record (EMR)DataInformationKnowledgeWisdomElementary questionCognitive tool
The ‘free energy principle’ (FEP) is a first-order principle of ‘least action’, empowering self-organization. FEP commands the generative process of active inference (Ai) dedicated to minimizing the (information-theoretical) mathematical difference between top-down predictions and action-generated bottom-up stimuli—in pursuit of minimizing error, surprise, and entropy. The power of Fristonian Ai is fundamentally fourfold: (1) it is a pure belief-based setting in dynamic and non-stationary environments; (2) the Ai agent carries out epistemic exploration to account for uncertainty by making inferences in Bayes-optimal fashion; (3) the reward signal so characteristic of reinforcement learning is removed; and, finally, (4) Ai sets free the collaborative human-machine AI potential so integral to the multi-intelligence firm as the mathematical expression of beliefs in form of probabilities provides the very common denominator to align humans with machines. There are only two distinctions that matter: ‘what is known and unknown’ and ‘what is in our control and what is not’. There are four states: active (action), internal (firm resources), sensory (perception), and external (unknown and hidden behind the Markov blanket). According to Free Energy Governance (FEG), free energy principle-powered Ai is the future site of organizational becoming.
Workplace studies are of growing significance to people in a broad range of academic disciplines and professions, in particular those involved in the development of new technologies. This ground breaking book, first published in 2000, brings together key researchers in Europe and the US to discuss critical issues in the study of the workplace and to outline developments in the field. The collection is divided into two parts. Part I contains a number of detailed case studies that not only provide an insight into the issues central to workplace studies but also some of the problems involved in carrying out such research. Part II focuses on the interrelationship between workplace studies and the design of new technologies. This book provides a valuable, multidisciplinary synthesis of the key issues and theoretical developments in workplace studies and a guide to the implications of such research for new technology design and the workplace.
The university's value, we claim, lies in the complex relationship it creates between knowledge, communities, and credentials. Changes contemplated in either the institutional structure or technological infrastructure of the university should recognize this relationship. In particular, any change should seek to improve the ability of students to work directly with knowledge-creating communities. We offer a couple of examples of currently successful Internet-supported teaching that suggest how technology can do this. Then we explore some hypothetical institutional arrangements that might enable the university to take the fullest advantage of these emerging technological possibilities.