Urban social-ecological innovation : implications for adaptive natural resource management

The urban landscape, as home to the majority of the global population, has been the scene of significant and lasting ecological degradation. Consequently, modern cities rely on distant and geographically vast areas for the provision of a range of important ecosystem services. Urban centres also, however, comprise important hubs of human invention and innovation. Collective approaches to the use and management of green space in urban social-ecological systems, as a form of social-ecological innovation, provide a valuable resource in the production and adaptive management of local ecosystem services. Urban social-ecological innovation (USEI), therefore, comprises an important consideration in urban environmental governance. Research on innovation in urban social-ecological systems is analysed here and an evaluation of the insights thereby derived culminates in the development of a conceptual framework. We propose that such a framework can be applied by practitioners and researchers alike to evaluate the mediating nature of USEI towards increasing the resilience of productive urban landscapes

Education as a Complex System: Conceptual and Methodological Implications

Education is a complex system, which has conceptual and methodological implications for education research and policy. In this article, an overview is first provided of the Complex Systems Conceptual Framework for Learning (CSCFL), which consists of a set of conceptual perspectives that are generally shared by educational complex systems, organized into two focus areas: collective behaviors of a system, and behaviors of individual agents in a system. Complexity and research methodologies for education are then considered, and it is observed that commonly used quantitative and qualitative techniques are generally appropriate for studying linear dynamics of educational systems. However, it is proposed that computational modeling approaches, being extensively used for studying nonlinear characteristics of complex systems in other fields, can provide a methodological complement to quantitative and qualitative education research approaches. Two research case studies of this approach are discussed. We conclude with a consideration of how viewing education as a complex system using complex systems’ conceptual and methodological tools can help advance education research and also inform policy

Team Learning, Development, and Adaptation

[Excerpt] Our purpose is to explore conceptually these themes centered on team learning, development, and adaptation. We note at the onset that this chapter is not a comprehensive review of the literature. Indeed, solid conceptual and empirical work on these themes are sparse relative to the vast amount of work on team effectiveness more generally, and therefore a thematic set of topics that are ripe for conceptual development and integration. We draw on an ongoing stream of theory development and research in these areas to integrate and sculpt a distinct perspective on team learning, development, and adaptation

Team Learning: A Theoretical Integration and Review

With the increasing emphasis on work teams as the primary architecture of organizational structure, scholars have begun to focus attention on team learning, the processes that support it, and the important outcomes that depend on it. Although the literature addressing learning in teams is broad, it is also messy and fraught with conceptual confusion. This chapter presents a theoretical integration and review. The goal is to organize theory and research on team learning, identify actionable frameworks and findings, and emphasize promising targets for future research. We emphasize three theoretical foci in our examination of team learning, treating it as multilevel (individual and team, not individual or team), dynamic (iterative and progressive; a process not an outcome), and emergent (outcomes of team learning can manifest in different ways over time). The integrative theoretical heuristic distinguishes team learning process theories, supporting emergent states, team knowledge representations, and respective influences on team performance and effectiveness. Promising directions for theory development and research are discussed

River basin planning project: social learning (Science Report SC050037/SR1)

This report documents the findings of a 12-month Environment Agency science project on social learning for river basin planning. Our aim was to use social learning approaches and soft system methods to inform the development of the River Basin Planning Strategy and improve the effectiveness of the Environment Agency's Water Framework Directive (WFD) Programm

Integrative Use of Information Extraction, Semantic Matchmaking and Adaptive Coupling Techniques in Support of Distributed Information Processing and Decision-Making

In order to press maximal cognitive benefit from their social, technological and informational environments, military coalitions need to understand how best to exploit available information assets as well as how best to organize their socially-distributed information processing activities. The International Technology Alliance (ITA) program is beginning to address the challenges associated with enhanced cognition in military coalition environments by integrating a variety of research and development efforts. In particular, research in one component of the ITA ('Project 4: Shared Understanding and Information Exploitation') is seeking to develop capabilities that enable military coalitions to better exploit and distribute networked information assets in the service of collective cognitive outcomes (e.g. improved decision-making). In this paper, we provide an overview of the various research activities in Project 4. We also show how these research activities complement one another in terms of supporting coalition-based collective cognition