Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewedLes relacions entre els museus i les escoles canvien amb l'ús d'internet. Volem analitzar com aquestes noves relacions tenen lloc a una escala nacional. És important analitzar aquestes noves relacions possibles, que són producte de canvis socials i tecnològics, ja que permeten noves interaccions i participació, al mateix temps que demanen canvis en les formes d'organització, la gestió de recursos web i els models d'ensenyament i aprenentatge. Concretament, les xarxes d'aprenentatge poden establir una nova forma de relació entre els museus i les escoles, i els recursos educatius en línia amb contingut sobre patrimoni cultural poden oferir oportunitats d'aprenentatge i recursos de coneixement més enllà dels límits de l'ensenyament formal. Tanmateix, calen projectes experimentals per a efectuar proves i veure com aquests tipus de pràctiques d'ensenyament i aprenentatge funcionaran en un context social i cultural concret. Així, doncs, la recerca activa pot contribuir al desenvolupament d'una experiència d'aprenentatge, basat en la reflexió i l'acció. L'objectiu d'aquesta experimentació és obtenir un model de treball i millors pràctiques per a aprendre i ensenyar en xarxes d'aprenentatge formades per gestors, professors i estudiants de patrimoni en què els membres produeixin i utilitzin recursos educatius en línia amb contingut de patrimoni cultural. Els resultats d'aquest projecte empíric seran comprovats amb resultats de la primera part metodològica de la tesi doctoral per a obtenir un model que es pugui exportar a altres contextos.Las relaciones entre los museos y las escuelas cambian con el uso de internet. Queremos analizar cómo estas nuevas relaciones tienen lugar a una escala nacional. Es importante analizar estas posibles nuevas relaciones, que son producto de cambios sociales y tecnológicos, ya que permiten nuevas interacciones y participación, a la vez que requieren cambios en las formas de organización, la gestión de recursos web y los modelos de enseñanza y aprendizaje. Concretamente, las redes de aprendizaje pueden establecer una nueva forma de relación entre los museos y las escuelas, y los recursos educativos en línea con contenido de patrimonio cultural pueden ofrecer oportunidades de aprendizaje y recursos de conocimiento más allá de los límites de la enseñanza formal. No obstante, existe una necesidad de proyectos experimentales para realizar pruebas para ver cómo estos tipos de prácticas de enseñanza y aprendizaje funcionarán en un contexto social y cultural concreto. Así pues, la investigación-acción puede contribuir al desarrollo de una experiencia de aprendizaje, basado en la reflexión y las acciones. El objetivo de esta experimentación es obtener un modelo de trabajo y mejores prácticas para el aprendizaje y la enseñanza en redes de aprendizaje formadas por gestores, profesores y estudiantes del patrimonio en las que los miembros produzcan y utilicen recursos en línea con contenido de patrimonio cultural. Los resultados de este proyecto de investigación empírico serán comparados con los resultados de la primera parte metodológica de la tesis doctoral para obtener un modelo que pueda ser exportado a otros contextos.The relationships between museums and schools are changing through the use of internet. We want to analyse how these new relationships occur at a national level. It is important to analyse these possible new relationships, which are the product of social and technological changes. They allow for new interactions and participation whilst requiring changes in the forms of organisation, web resource management, and teaching and learning models. Specifically, learning networks can establish a new form of relationship between museums and schools and educational online resources with cultural heritage content can offer learning opportunities and knowledge resources beyond the boundaries of formal education. However, there is a need for experimental projects to test the evidence and to see how these kinds of teaching and learning practices will work within a concrete social and cultural context. Thus, Action Research can contribute to the development of a learning experience, based on reflection and actions. The aim of this experimentation is to obtain a working model and best practices for learning and teaching in learning networks shaped by heritage managers, teachers and students where the members produce and use educational online resources with cultural heritage content. The results of this empirical research project will be compared with results from the first methodological part of the PhD thesis to obtain a model that can be exported to other contexts

How to promote knowledge sharing in cross-functional NPD teams

This paper investigates the common issues that may arise in cross-functional new product development (NPD) teams from a Knowledge Management perspective. The study has been built around a contextualized trigger, where several factors were preventing a new-born NPD team from performing effectively. The purpose of this paper is to give insights of the main dynamics involved in the knowledge sharing process throughout the application of a systematic problem-solving approach to the case investigated by the authors. Due to the impossibility of building a universal recipe suitable for every team in every situation, this work represents a compromise trying to exemplify how to prioritise interventions in a given context, in order to provide a benchmark for similar circumstances. This paper, using an action research method within a single case context, takes shape around the advises and suggestions made by authors to Electronic Connected Ltd (disguised name), a small-medium enterprise (SME) in a situation of NPD paralysis. In particular, the paper emphasizes the importance of effective leadership and supporting environment in facilitating communication, enhancing cohesiveness, fostering joint commitment and giving direction in order to enable knowledge sharing and to leverage capabilities to conclusively deliver new products

Using Cloudworks to Support OER Activities

This report forms the third and final output of the Pearls in the Clouds project, funded by the Higher Education Academy. It focuses on evaluation of the use of a social networking site, Cloudworks, to support evidence-based practice. The aim of this project (Pearls in the Clouds) has been to evaluate the ways in which web 2.0 tools like Cloudworks can support evidence-informed practices in relation to learning and teaching. We have reviewed evidence from empirically grounded studies surrounding the uses of web2.0 in higher education and highlighted the gap between using web2.0 to support learning and teaching, and using it to support learning about learning and teaching (in an evidence-informed way) (Conole and Alevizou, 2010). We have reported on findings from a case study focusing on the use of Cloudworks by a community of practice - educational technologists - reflecting upon, and, negotiating their role in enhancing teaching and learning in higher education (Galley et al., 2010). The object of this study is to explore and evaluate the use of the site by individuals and communities involved in the production of, and research on, the development, delivery and use of Open Educational Resources (OER)

The Collective Building of Knowledge in Collaborative Learning Environments

The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested

Applied Research Through Partnership: the Experience of the Yorkshire and Humberside Regional Research Observatory

Paper presented at a seminar on ‘Los Observatorios Regionales de Políticas Públicas como Herramientas de Gestión de Información: Una Aproximación al Estudio del Rendimiento Autonómico, at the Centro de Estudios de Gestión, Análisis y Información, Campus de Somosaguas, La Universidad Complutense, Madrid, 23-24 November, 2000 Ten years ago, a Regional Research Observatory (ReRO) was established to provide ‘clients’ in Yorkshire and Humberside with a single point access to a region-wide data and analysis service. The Observatory’s portfolio covered activities relating to applied research and consultancy, intelligence, education and training, publications and networking. The first part of the paper explains the concept of the Observatory as it was initially conceived as a form of partnership across all the universities in the region, outlines the structure of the organization that was created, explains the arrangements for operating the Observatory as a partnership initiative, and exemplifies the outputs and achievements during the first half of the decade. In order to facilitate its regional monitoring activities, ReRO constructed a Regional Intelligence Centre (RIC), a customised geographical information system in which to store key data sets and generate a range of statistical indicators for the region as a whole or its constituent parts. The second part of the paper explains the structure of the RIC and its contents. It argues that the main advantage that derives from the construction of such a centre is the value that is added to raw information through data handling and integration, through skilled interpretation and through the provision of new information, maybe in the form of forecasts of what is likely to happen in the future, as well as analyses of what has happened in the past. The third and final part of the paper explores some of the key issues and difficulties relating to the operation of the Observatory and considers some of the reasons that have accounted for its loss of momentum in the last few years. This has occurred over a period of increased political attention to regional administration and planning in the UK, exemplified by the creation of Scottish and Welsh Assemblies and the emergence of Regional Development Agencies and Regional Assemblies across England. A retrospective evaluation demonstrates a number of lessons that have been learnt and provides a number of useful guidelines to those attempting to establish similar structures elsewhere in the developed world

A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers