New challenges for business actors and positive heuristics

Purpose: The purpose of this guest editorial is to present an overview of the contributions in this special issue and proposes a positive approach to heuristics deriving from the growing interest in the decision-making topic with respect to the new challenges emerging in uncertain environments in management and marketing research. Design/methodology/approach: The authors explore the reasons for a positive view of business actors' judgments and choices based on heuristics, not only in terms of effectiveness in practice, but their fit with human cognition and behavior, and the potential distinctiveness in contexts where technological devices and algorithms are more widespread, but not necessarily more appropriate. Findings: The authors present and discuss the emergence and evolution of heuristics as a topic in the management literature, and the themes and insights proposed in the papers published in this special issue contributing to research aimed at systemizing a managerial perspective of the concepts and tools that may be useful for practitioners and researchers in this field. Originality/value: The paper discusses the positive role that heuristics can play, offering some propositions for future research by framing heuristics as a set of tools (toolbox) for business actors in uncertain contexts, without constituting a cognitive limitation for effective solutions

Collaborative learning and co-author students in online higher education: a-REAeduca – collaborative learning and co-authors

The technologies themselves cannot be analyzed as instruments per se, nor can they be exhausted in their relation with science. There is a social and even an individual dimension that affects our own way of relating to society. It is in open education that we have been developing our educational practices. This chapter presents a collaborative learning activity, the curricular unit Materiais e Recursos para eLearning, part of an on-line Master in Pedagogy of eLearning, Universidade Aberta, Portugal. In the present work, the authors dedicate their attention to co-learning and co-research, as processes that help to exemplify some situations, the a-REAeduca. The data collection was supported essentially by the content analysis technique.info:eu-repo/semantics/publishedVersio

Deep Learning towards Expertise Development in a Visualization-based Learning Environment

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A decade of architectural and urban research published in 'Archnet-IJAR: International Journal of Architectural Research'

This article commemorates a decade of discourse and published research on architecture and urbanism in ArchNet-IJAR (March 2007-March 2017). While the journal does not publish regular editorials associating each issue, it is believed that offering key highlights of growth since the inception of the journal is now due. The article presents the current position of ArchNet-IJAR within the international provision of journals in architecture and urban studies in key databases and index-bases. This is substantiated by key statistics of submissions, published contributions, and acceptance rates during the past 10 years. Coupled with analytical discussion on the global reach of the ArchNet-IJAR, the article identifies 11 research fields, which were covered in 10 volumes since the journal’s inception. Analytical discussions of recent two theme issues as well as latest developments and contributions during the past few years are presented to reflect on the rigor and quality of the journal while depicting its thrust and interest. The article concludes by key aspects relevant to the future aspirations of ArchNet-IJAR while highlighting initiatives and prospective endeavours

Weaving technology in the design of learning experiences in world language teacher education: the development of a cognitive tool, an instructional device and an exploration

This dissertation constitutes a first step toward improving our understanding of how better and more sophisticated uses of technology in the context of world language teacher education (WLTE) can be achieved. This work includes (a) the design and development of a prototype of a cognitive tool intended to support the design of language learning experiences; (b) an article that advocates project-based learning (PBL) as a powerful instructional device to support sophisticated learning experiences in WLTE; and (c) the exploration of conceptual and interactual aspects of said cognitive tool. Chapter 2, Project-based learning: A promising pathway to technology integration in world language teacher education proposes a taxonomy of complex WLTE tasks. This article discusses how some of the possibilities that PBL offers can be operationalized in WLTE and argues that providing preservice language teachers experiences with and exposure to sophisticated pedagogical interventions, such as the ones supported by PBL, can improve the integration of technology into the design of language learning activities. As this article shows, PBL is suitable to take full advantage of the complexity of WLTE to immerse preservice teachers in rich design experiences that integrate technology. However, implementing PBL in WLTE poses many challenges. Technology tools that facilitate the conceptualization, creation and management of projects may help in the implementation of PBL in WLTE. Chapter 3, Postcards from the Mind: Designing language learning experiences with technology, is a design-based research study that explores a prototype of such tool. This research gives us some insights into the cognitive processes involved in the design of language learning experiences. The cognitive processes identified included (a) the activation of composite forms of knowledge, such as pedagogical-content knowledge (PCK) and technological pedagogical content knowledge (TPCK), which have been hypothesized to be a prerequisite for the effective integration of technology into learning experiences; (b) the iterative consideration of general pedagogical guidelines; and (c) the application of a mental model to the design of language learning experiences. Interactual and conceptual aspects of the tool that did or did not support the users\u27 cognitive processes are discussed. Findings from this study have implications for WLTE and interface design

Investigating the Use of Digital Media in the Music Classroom with Experienced and Pre-Service Teachers

A Western Sydney research project investigated the question, “What are the practices of pre-service teachers and experienced teachers of music in secondary schools that successfully engage their students with digital media?” The hypothesis underlying the project was that digital media offers school students opportunities, and has the potential to allow more self-paced, interactive and personalized learning. Consequently, the research sub-questions were: (1) How are music teachers preparing students with the techniques and skills needed to take advantages of the opportunities that ICT offers? (2) How can music teachers develop their students\u27 capacity to use and contribute to this wealth of information? The participants in the study were five experienced teachers and four pre-service teachers, and the method was a multi-site case study approach. Data collected in the project provided positive findings about growing student engagement with digital media in a range of Sydney schools. Pre-service teachers engaged with digital media for performance, critical listening, composing and providing instant feedback. Experienced teachers tended to limit social networking to older students (16-18-year olds). Both experienced and pre-service teachers used technology for assessment and reflected deeply on the ways digital media changed their pedagogy

Key issues on innovation, culture and institutions: implications for SMEs and micro firms

This Special Issue is devoted to studying the role of cultural aspects in the innovation dynamics of small firms within the context of their territorial environments. Cultural elements are viewed as strategic assets because of their capacity to enhance small firms' action and to provide opportunities to compete in the knowledge economy. Innovation studies use a variety of approaches and definitions for studying how the symbolic aspects of social reality shape innovation. In this Guest Editorial, our aim is to help clarify this topic of research. Departing from the contributions of this Special Issue, we use analytical definitions of values, norms, cognitive repertoires and institutions as layers of the cultural domain that can be present both in firms and in the surrounding innovation system. We describe important mechanisms related to innovation processes in SMEs and micro firms. The 10 selected articles provide an intellectual map of current research and investigate different angles of cultural dynamics based on cases in Spain, Portugal, Belarus and the U.K. Based on the findings from these articles, we believe that cultural elements can be integrated and recombined by innovation policies as an essential component of local and regional development.info:eu-repo/semantics/publishedVersio

Trusteeship, wisdom and the creative future of education?

What role does, and should, creativity play in education? What role can and should creativity play in designing the school of the future? This article explores the ascendance of creativity in education in the late 20th and early 21st century, exploring tensions in policy developments which both ‘universalise’ creativity and yet appear also to ‘particularise’ it within a specific set of social, economic and cultural arrangements and values. Arguing that the marketisation of creativity in particular is ultimately disastrous at personal, local, national and international levels, the case is advanced for an umbilical connection between creativity and education futures, in ways that highlight the role of wisdom, and creative trusteeship