Trust and credibility in an online computer-supported collaborative learning (CSCL) task

This study describes the development of credibility and trust among adult learners involved in an online computer-supported collaborative learning (CSCL) activity. Eleven groups of adult learners enrolled on a distance-learning MBA were observed for twenty weeks to better understand the relationship between credibility and trust, and the effects of various types of trust on groups’ activities. The results a) indicate that credibility and competence trust are very close concepts, b) show that various types of trust operate during CSCL activity, and c) reveal that trust works on the composition, cohesion and production of collaborative groups. Implications for future research on trust and credibility in online computer-supported collaborative learning are discussed

The LED lamp metaphor: knowledge and the creative process in new media art.

In the context of new media art, the intrinsic interplay of disciplines poses constant learning challenges to the artists, as it requires a continuous acquisition and reconfiguration of knowledge. This article seeks to understand to what extent knowledge processes of creation, transfer and adoption contribute to the creative collaborative outcomes of new media artists, by investigating: i) explicit and tacit knowledge flows of new media artists; ii) strategies for knowledge creation, transfer and adoption; iii) contexts in which these processes are facilitated. Based on qualitative methods, findings indicate that the way in which artists learn and interact is related to their personality; values such as openness, curiosity, respect or trust shape the context for a shared interest in knowledge creation, adoption, and exchange. A holistic approach to knowledge-creating place (‘Ba’) contributes to understanding the fluid contexts in which creative processes occur