Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde

Fostering Inquiry and Creativity in Early Years STEM Education: Policy Recommendations from the <i>Creative Little Scientists</i> Project

Creative Little Scientists was a 30-month (2011-2014) EU/FP7-funded research project focusing on the synergies between early years science and mathematics education and the development of children’s creativity, in response to increasing interest in these areas in European educational policy. Using a variety of methods, including desk research, a teacher survey and classroom-based fieldwork, the research provided insights into whether and how children’s creativity is fostered and appropriate learning outcomes, including children’s interest, emerge. Based on these and ongoing collaboration and dialogue with participants and other stakeholders the project proposed recommendations for policy and teacher education. This paper presents these recommendations and the research on which they were based. Throughout the study, mixed methods were employed, combining quantitative approaches used in surveys of policy and teachers’ views based on a list of factors, alongside qualitative approaches employed in case studies of classroom practice. A strong conceptual framework developed at the start of the project guided data collection and analysis, as well as the presentation of findings and the development of policy recommendations, thus ensuring the latter’s strong and consistent relationship with the relevant theoretical knowledge, the comparative research, analysis of classroom practices and the production of guidelines for teacher education

Collaborative stewardship in multifunctional landscapes: Toward relational, pluralistic approaches

Landscape stewardship offers a means to put social-ecological approaches to stewardship into practice. The growing interest in landscape stewardship has led to a focus on multistakeholder collaboration. Although there is a significant body of literature on collaborative management and governance of natural resources, the particular challenges posed by multifunctional landscapes, in which there are often contested interests, require closer attention. We present a case study from South Africa to investigate how collaborative stewardship can be fostered in contested multifunctional landscapes. We conducted this research through an engaged transdisciplinary research partnership in which we integrated social-ecological practitioner and academic knowledge to gain an in-depth understanding of the challenges of fostering collaboration. We identified five overarching factors that influence collaboration: contextual, institutional, social-relational, individual, and political-historical. Collaborative stewardship approaches focused on the development of formal governance institutions appear to be most successful if enabling individual and social-relational conditions are in place. Our case study, characterized by high social diversity, inequity, and contestation, suggests that consensus-driven approaches to collaboration are unlikely to result in equitable and sustainable landscape stewardship in such contexts. We therefore suggest an approach that focuses on enhancing individual and social-relational enablers. Moreover, we propose a bottom-up patchwork approach to collaborative stewardship premised on the notion of pluralism. This would focus on building new interpersonal relationships and collaborative capacity through small collective actions. Taking a relational, pluralistic approach to fostering collaborative stewardship is particularly important in contested, socially heterogeneous landscapes. Drawing on our study and the literature, we propose guiding principles for implementing relational, pluralistic approaches to collaborative stewardship and suggest future research directions for supporting such approaches

Leadership and decision-making practices in public versus private universities in Pakistan

The goal of this study is to examine differences in leadership and decision-making practices in public and private universities in Pakistan, with a focus on transformational leadership (TL) and participative decision-making (PDM). We conducted semi-structured interviews with 46 deans and heads of department from two public and two private universities in Pakistan. Our findings indicate that leadership and decision-making practices are different in public and private universities. While differences were observed in all six types of TL-behaviour, the following three approaches emerged to be crucial in both public and private universities: (1) articulating a vision, (2) fostering the acceptance of group goals, and (3) high-performance expectations. In terms of PDM, deans and heads of department in public and private universities adopt a collaborative approach. However, on a practical level this approach is limited to teacher- and student-related matters. Overall, our findings suggest that the leadership and decision-making practices in Pakistani public and private universities are transformational and participative in nature

Living labs in architecture : open innovation and co-creation towards a more sustainable architecture and lifestyle

Living Labs in Architecture can be tools towards a holistic knowledge generation and transmission, using real built environments for user-centred research and innovation as well as collaborative learning at a university campus and beyond. The present article describes existing living lab concepts and definitions, focusing on co-creation processes, methodologies for open innovation, and participatory learning approaches, with the LOW3 solar house living lab at UPC-Barcelona Tech as case study. Outcomes and lessons learned can serve as example for similar initiatives, establishing Architecture Living Labs as open, collaborative learning environments, innovation arenas, and places of social interchange, empowering communities in their learning and progress towards a more sustainable lifestyle.Postprint (published version

Learning to Collaborate: Lessons Learned from Governance Processes Addressing the Impacts of Sea Level Rise on Transportation Corridors Across California

This study was designed to identify lessons learned from experiences of multi-stakeholder collaboration in governance processes focused on adaptation to sea level rise for specific transportation corridors/assets across different areas of California. Four transportation assets in California were selected as case studies: State Route 37 in the Bay Area; the Cardiff Beach Living Shorelines Project and the LOSSAN railroad at Del Mar in San Diego County; and the Port of Long Beach in Los Angeles County. The study methods included attendance of policy meetings; document analysis; and interviews of staff at (local, regional, and state) government bodies, transportation agencies, climate collaboratives, etc. The study identified three major governance challenges shared among these cases: (1) stakeholder involvement or collaboration with ‘unusual’ partners; (2) jurisdictional fragmentation; and (3) lack of funding. The lessons learned to address these challenges were: (a) include a wide range of stakeholders early on in the project; (b) identify an intermediary or facilitator with relevant knowledge and social capital with the stakeholders; (c) establish a forum for negotiations and information exchange; (d) draft a memorandum of understanding with the rules of collaboration; (e) appoint a project manager to tie all the project parts and stakeholders together and sustain engagement; (f) structure the collaboration in tiers from technical/operational to executive/political; (g) explore options to make any given project a multi-benefit project; (h) advocate for a multi-year stream of funding rather than a lump sum; (i) leverage collaboration for funding and highlight, to potential funders, the collaborative element as a means to increase the efficiency of their investment. Issues to consider when deriving lessons from other jurisdictions were: differences in capacity, or available resources and staff; the numbers of actors involved; pre-existing positive collaborative relationships between the actors; exposure of transportation assets to sea-level rise; existing vulnerabilities of the corridor/asset; and the economic relevance of the corridor/asset

CRIBs (Climate Relevant Innovation-system Builders): policy recommendations on fostering national systems of innovation under the UNFCCC

National systems of innovation (NSIs) provide the context within which all processes of technology development, transfer and uptake occur - they refer to the network of actors (e.g. firms, universities, research institutes, government departments, NGOs) within which innovation occurs, and the strength and nature of the relationships between them. Nurturing NSIs in relation to climate technologies provides a powerful new focus for international policy with potential to underpin more sustained and widespread development and transfer of climate technologies. This working paper builds on an invited presentation by one of the authors at a workshop on NSIs convened by the Technology Executive Committee (TEC) of the United Nations Framework Convention on Climate Change (UNFCCC). It identifies policy recommendations for consideration of the TEC. The intention is both to inform possible recommendations by the TEC to the UNFCCC Conference of the Parties (COP) and to highlight potential areas for future work that the TEC could undertake on this issue