The Role of Deliberative Collaborative Governance in Achieving Sustainable Cities

Sustainability issues involve complex interactions between social, economic, and environmental factors that are often viewed quite differently by disparate stakeholder groups. Issues of non-sustainability are wicked problems that have many, often obscure causes, and for which there is no single, straightforward solution. Furthermore, the concept of sustainability is itself contested. For example there are disputes over whether a strong or weak interpretation of sustainability should be adopted. In cities, as elsewhere, sustainability therefore requires discursive plurality and multiple sites of action. It is the thesis of this paper that effective problem solving, decision-making and enacting of a sustainability agenda require deliberative collaborative governance (DCG), a logical hybrid of the closely related fields of deliberative democracy and collaborative governance. We provide a provisional typology of different modes of deliberative collaborative governance, explaining each with a sustainability example, with a particular focus on DCG initiatives for planning in Western Australia. It is argued that the lens provided by such a typology can help us to understand the factors likely to promote better resolution of wicked problems and increased sustainability

Web 2.0-based collaborative learning framework promoting lifelong learning: developing sustainability competencies

This paper aims to present a Web 2.0-based collaborative Learning framework based on the social constructivist theory promoting life-long learning. The Web 2.0 provides conditions of collaborative learning, multiple modes and methods of learning and multiple perspec-tive to achieve learning goals. This practical framework under the guidelines of design science research methodology allows learners to actively engage in the learning process, construct own knowledge and use to solve real-world problems collaboratively. Experts reviewed and confirmed the validity of the framework. Three successive iterations, working with 42 students in formal learning and Facebook members in informal learning were conducted to demonstrate and validate how learners started developing critical thinking, self-regulation and use of knowledge. The framework contributes to the practice of lifelong learning with emphasis on developing sustaina-bility competencies that enable learners to gain more skills in applying different problem-solving frameworks to complex daily life prob-lems

A review of the empirical studies of computer supported human-to-human communication

This paper presents a review of the empirical studies of human-to-human communication which have been carried out over the last three decades. Although this review is primarily concerned with the empirical studies of computer supported human-to-human communication, a number of studies dealing with group work in non-computer-based collaborative environments, which form the basis of many of the empirical studies of the recent years in the area of CSCW, are also discussed. The concept of person and task spaces is introduced and then subsequently used to categorise the large volume of studies reported in this review. This paper also gives a comparative analysis of the findings of these studies, and draws a number of general conclusions to guide the design and evaluation of future CSCW systems

Sustainable Solutions to ‘Complex Problem-Solving\u27 a Key to Effective Community and Industry Engagement and Partnerships by University Researchers

Community and industry engagement by universities and academics are sometimes prone to accusations of exclusive or academic ‘talk-fests\u27 which can reinforce rather than resolve the ‘bridgeable disconnect\u27 between the general community and particular organizations with vested interests (Grayson, 2010). Concrete modes and strategies of ‘linking knowledge to action\u27 are needed to build upon the participatory exchange or mediation of stakeholder perspectives and interests. This paper reports on the exploration, development and application of the kind of convergent and also interdisciplinary approach to development studies which might: (a) better link theory and practice as a basis for the elusive goal of strategic ‘sustainability\u27, and (b) also encourage and optimize authentic, collaborative, and complex modes of problem-solving as a key to community and industry engagement by academic institutions and researchers. It will do so in relation to some practical case studies in such partnerships

A framework to analyze argumentative knowledge construction in computer-supported collaborative learning

Computer-supported collaborative learning (CSCL) is often based on written argumentative discourse of learners, who discuss their perspectives on a problem with the goal to acquire knowledge. Lately, CSCL research focuses on the facilitation of specific processes of argumentative knowledge construction, e.g., with computer-supported collaboration scripts. In order to refine process-oriented instructional support, such as scripts, we need to measure the influence of scripts on specific processes of argumentative knowledge construction. In this article, we propose a multi-dimensional approach to analyze argumentative knowledge construction in CSCL from sampling and segmentation of the discourse corpora to the analysis of four process dimensions (participation, epistemic, argumentative, social mode)

Enriching accounts of computer‐supported collaboration by using video data

This paper will discuss the approach to the evaluation of computer‐supported collaborative learning developed in our group over the past ten years. This approach depends on the collection of video data to allow the analysis of key features of problem‐solving behaviour within groups of students working on collaborative learning tasks. Our theoretical framework derives from two sources‐ the CIAOl framework for evaluating examples of CAL and an analysis of appropriate methods of evaluating computer‐supported collaboration. Our work in this area has been supported by developing the data capture facilities for the CALRG (Computers and Learning Research Group) at the Open University. We will draw on a number of studies to illustrate this approach and will present a brief case study from work done on a computer‐supported learning environment for statistics where we use video records of video‐mediated collaboration. This case study gives an example of the rich data that can be collected using video recording and analysed to increase understanding of computer‐supported collaboration

Knowledge convergence in collaborative learning

In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to learners becoming more similar to their learning partners with regard to the extent of their individual knowledge. Shared knowledge means that learners have knowledge on the very same concepts as their learning partners. In this article, we provide measures for assessing both, knowledge equivalence and shared knowledge

Modeling social information skills

In a modern economy, the most important resource consists in\ud human talent: competent, knowledgeable people. Locating the right person for\ud the task is often a prerequisite to complex problem-solving, and experienced\ud professionals possess the social skills required to find appropriate human\ud expertise. These skills can be reproduced more and more with specific\ud computer software, an approach defining the new field of social information\ud retrieval. We will analyze the social skills involved and show how to model\ud them on computer. Current methods will be described, notably information\ud retrieval techniques and social network theory. A generic architecture and its\ud functions will be outlined and compared with recent work. We will try in this\ud way to estimate the perspectives of this recent domain