Online interaction and "real information flow": Contrasts between talking about interdisciplinarity and achieving interdisciplinary collaboration

In this article we study how members of an interdisciplinary research team use an online forum for communicating about their research project. We use the concepts of “community of practice” and “connectivity” to consider the online interaction within a wider question of how people from different academic traditions “do” interdisciplinarity. The online forum for this Grey and Pleasant Land project did not take off as hoped, even after a series of interventions and amendments, and we consider what the barriers were and how they might be overcome. Barriers to involvement included participants’ expectations of interaction and collaboration--expectation that real interaction happens elsewhere, tensions between academic discourse and forum talk norms, unfamiliarity with the technology, and different conceptions of appropriate academic discussion. We suggest that common academic practice does not prepare us well for creating interdisciplinary research communities through online collaboration tools, whereas such tools are our best bet currently for including geographically dispersed members in collaborative projects. Therefore, careful planning and competence building would be necessary if such tools are to be used in collaborative research. Suggested interventions, based on our experience, include providing a more focused forum, making technical support easily available, and setting up particular tasks or items to debate, within a preset, synchronous timeframe, focusing on issues relevant to the project at that time

Local community reporting models for regional primary health care organisations

Community reporting models used by primary health care organisations (PHCOs) in New Zealand, Canada (Ontario), England and Scotland were reviewed. The roles, functions and mandated community engagement requirements for these PHCOs varied, shaping the scope of their reporting. All countries included in this report recognised the importance of engaging the community in healthcare and the value of communication between service providers, service commissioners and the public. All countries were involved in receiving information from the community to inform decisions relating to the planning, design and implementation of health care services. It was, however, difficult to ascertain the extent of this involvement, and how well disadvantaged groups were included in this process

E-Learning in the workplace: an annotated bibliography

Provides an overview of the literature relating to e-learning in workplaces in New Zealand, Australia, Canada, the United Kingdom, and the United States. Summary The key findings of this annotated bibliography are: E-learning can provide flexible learning options for employees and allow them to upskill more rapidly. E-learning in the workplace can decrease the costs of upskilling a workforce through reducing travel and employee time away from work. E-learning is particularly useful for a geographically-dispersed workforce because it can deliver a consistent training experience. The uptake of e-learning in the workplace is increasing. Many New Zealand firms have the systems and infrastructure to support e-learning, but often lack the capability to implement it successfully. To overcome design inadequacies in e-learning courses, new skills and personnel are required in the teams charged with developing and delivering it. Firms need to have strategies and plans in place to support their e-learning which integrate or align with their overall plans and strategies. Support by managers for  e-learning in the workplace (including allocating sufficient time for it) is critical to success. Large organisations are more likely to adopt e-learning than small and medium-sized enterprises (SMEs) because they have better infrastructure and systems and can more readily achieve economies of scale and return on investment. SMEs can form collaborative networks to share knowledge, resources, and expertise to overcome the cost and relevance barriers they face when implementing e-learning. E-learning is most often used in workplaces to supplement traditional delivery (blended learning). Blended learning can contribute to significant gains in learner achievement. The focus in workplace e-learning has moved from ‘courses’ to learning content that is available to employees as and when needed. E-learning is more effective when people can access it in small ‘chunks’, reflect on it, and then apply it immediately. E-learning supports informal learning in the workplace because it makes it easier to codify information and knowledge and make this available to the organisation and its external stakeholders. The most common technologies and systems used to support workplace e-learning are learning management systems, video, mobile devices, social networking tools, wikis, weblogs, simulations/virtual reality, CD-ROMs, and DVDs. Some of the main barriers to implementing e-learning in the workplace are: high up-front costs that include new and/or upgraded systems, training the trainers, and developing interactive and/or personalised content employee resistance to e-learning organisations not having an appropriate learning culture in place lack of management support adopting technologies and systems that are difficult to use and access, are unreliable, and/or lack technical support employees and trainers lacking the skills and capabilities to teach and learn in e-learning environments irrelevance to real-time work tasks and not integrated with business processes

Failures and success in using webcasts, discussion forums, Twitter, and email to engage older people and other stakeholders in rural ageing

Dispersed stakeholders could use the Internet to discuss issues of concern in rural ageing but the best methods for long-term online focus groups were unclear. We explored use of webcasts, discussion forums, Twitter, and email to facilitate inter-regional inter-sectoral stakeholder discussion. Synchronicity and scheduling seemed important to get professionals and older people to engage in discussion but unfamiliar technology such as webcasts and Twitter introduced barriers. A time-limited email listserve discussion provided sufficient synchronicity while preserving the convenience of familiar technology, and was the best method of engaging geographically dispersed older users in discussions with academics and support organisations

Informing, inviting or ignoring? Understanding how English Christian churches use the internet

This thesis investigates how English Christian leaders and churches use the internet for personal and corporate communication, and looks for evidence of challenges to traditional understandings of authority arising from online communication. Early studies in this area suggested that online religion would cause enormous change but more recent studies reflect less polarised opinions. Religious people tend to use the internet to augment rather than replace practice of their faith, holding true for different religions globally. Leaders use the internet for a wide variety of religious information tasks. The project uses a longitudinal website census, quantitative content analysis and semi-structured interviews. 400 churches in four English denominations (Baptist, Methodist, Anglican and Catholic) were surveyed over a three year period to establish if they published a website. 147 churches from the same four denominations, located in an area equivalent to Chelmsford Diocese, were assessed on 75 categories of information and their hyperlinks analysed. Interviews with church leaders and interested parties helped foster understanding of why and how sites were created, and explored the leaders personal use of the internet. The percentage of churches with a website increased over the survey period for all denominations. Content analysis showed that currency, extent and accessibility of information on websites varied, with some being out of date, others showing no contact details and few having specific information for newcomers to church. Interview findings revealed perceptions of email overload, varying degrees of governance and control of websites by church leaders, and leaders own use of the internet and social media. Interactivity was rare on church websites. Different levels of expertise are mooted as reasons why control and governance varies between leaders. Perceptions of the internet may be influenced by moral panic. The influence of the age of congregations on adoption of social media, and the impact of volunteer webmasters are examined. Recommendations for churches planning to revisit or review their sites are included, limitations are noted and suggestions for further research mad

The great divide? Occupational limbo and permanent liminality amongst ‘teaching only’ staff in higher education

In this paper, we contribute new theoretical perspectives and empirical findings to the conceptualisation of occupational liminality, specifically in relation to so-called ‘teaching-only’ staff at UK universities. Here, we posit ‘occupational limbo’ as a state distinct from both transitional and permanent liminality; an important analytic distinction in better understanding occupational experiences. In its anthropological sense, liminality refers to a state of being betwixt and between; it is temporary and transitional. Permanent liminality refers to a state of being neither-this-nor-that, or both-this-and-that. We extend this framework in proposing a conceptualisation of occupational limbo as always-this-and-never-that. Based on interviews with 51 teaching-only staff at 20 research-intensive ‘Russell Group’ universities in the United Kingdom, findings revealed participants’ highly challenging occupational experiences. Interviewees reported feeling ‘locked-in’ to an uncomfortable state by a set of structural and social barriers often perceived as insurmountable. These staff felt negatively ‘marked’ (Allen-Collinson, 2009), subject to identity contestation as academics, and were found to engage in negative, often self-deprecatory identity talk that highlighted a felt inability to cross the līmen to the elevated status of ‘proper academics’ (Bamber et al., 2017). The findings and the new conceptual framework provide sociological insights with wider application to other occupational spheres

Knowledge Management, Trust and Communication in the Era of Social Media

The article entitled "Selected Aspects of Evaluating Knowledge Management Quality in Contemporary Enterprises" broadens the understanding of knowledge management and estimates select aspects of knowledge management quality evaluations in modern enterprises from theoretical and practical perspectives. The seventh article aims to present the results of pilot studies on the four largest Information Communication Technology (ICT) companies' involvement in promoting the Sustainable Development Goals (SDGs) through social media. Studies examine which communication strategy is used by companies in social media. The primary purpose of the eighth article is to present the relationship between trust and knowledge sharing, taking into account the importance of this issue in the efficiency of doing business. The results showed that trust is vital in sharing knowledge and essential in achieving a high-performance efficiency level. The ninth article presents the impact of social media on consumer choices in tourism and tourist products' specificity. The study's main purpose was to indicate the most commonly used social media in selecting a tourist destination and implementing Generation Y's journey. The 10th article aims to identify the most critical purposes of using social media by responding to women's attitudes according to age and their respective countries' economic development. The research was done through an online survey in 2017–2018, followed by an analysis of eight countries' results. The article entitled "Integrated Question-Answering System for Natural Disaster Domains Based on Social Media Messages Posted at the Time of Disaster" presents the framework of a question-answering system that was developed using a Twitter dataset containing more than 9 million tweets compiled during the Osaka North Earthquake that occurred on 18 June 2018. The authors also study the structure of the questions posed and develop methods for classifying them into particular categories to find answers from the dataset using an ontology, word similarity, keyword frequency, and natural language processing. The book provides a theoretical and practical background related to trust, knowledge management, and communication in the era of social media. The editor believes that the collection of articles can be relevant to professionals, researchers, and students' needs. The authors try to diagnose the situation and show the new challenges and future directions in this area

Citizen Science

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development. This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today