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

The Team Balancing Act - Enhancing Knowledge - Building Activity in On-Line Learning Communities

Online learning in the university sector is a given. Constructivist views of learning (often team based) and the notion of knowledge-building, mediated through the use of ICTs seemingly address many of the imperatives to equip individuals for emergent knowledge-age work practice. While teamwork has many perceived advantages, teams also inexplicably fail despite the apparent quality of the participants. Teams are successful when members address what is a relatively narrow range of actions. However, even within this limited range of actions individuals demonstrate definite preferences towards certain activities and roles. This paper reports on the findings from a study that investigated if knowledge-building activity can be enhanced in tertiary education CSCL environments through the use of groups balanced by Team Role Preference (Margerison & McCann, 1995, 1998). The study found that higher quality knowledge-building activity was more likely to occur in balanced groups than in random groups. The analysis of data revealed that a diversity of ideas was more likely to emerge from within balanced groups than from within random groups particularly when the random groups were heavily skewed towards one team role preference. This provided a compelling reason for explaining why balanced groups may lead to better knowledge-building activity

Reusable Knowledge-based Components for Building Software Applications: A Knowledge Modelling Approach

In computer science, different types of reusable components for building software applications were proposed as a direct consequence of the emergence of new software programming paradigms. The success of these components for building applications depends on factors such as the flexibility in their combination or the facility for their selection in centralised or distributed environments such as internet. In this article, we propose a general type of reusable component, called primitive of representation, inspired by a knowledge-based approach that can promote reusability. The proposal can be understood as a generalisation of existing partial solutions that is applicable to both software and knowledge engineering for the development of hybrid applications that integrate conventional and knowledge based techniques. The article presents the structure and use of the component and describes our recent experience in the development of real-world applications based on this approach

Capacity-building barriers to S3 implementation: an empirical framework for catch-up regions

In this paper, we investigate the implementation challenge of Smart Specialisation Strategies (S3) in catch-up regional environments, through the lens of capacity building. We analyse capacity building at two levels: micro-level (individual organisations) and meso-level (regional inter-organisational networks). We use empirical evidence from 50 interviews conducted in the period 2015–2017 from two Greek regions dramatically hit by the economic crisis (Crete and Central Macedonia). We argue that in the Cretan and Central Macedonian context, the difficulty of implementing S3 is directly linked with firms’ lack of adsorptive capability to exploit university-generated knowledge, university knowledge that is too abstract for firm’s to easily acquire, as well as to the capability of regional actors to build inter-organisational networking that fits their strategic needs

Achieving a lean wayfinding system in complex hospital environments: Design and Through-life Management

Complex products, such as buildings and other infrastructure, should aim to provide value to the customer over all stages of the product life-cycle. This paper considers some of the challenges associated with maximising customer value when designing, producing, implementing and maintaining a wayfinding system for complex hospital environments. The hypothesis of this paper is that the tri-partite conception of knowledge flow provides a robust evaluative framework for the problems of wayfinding in complex hospital environments. The framework supplements the concepts of information and practice, conventionally applied in knowledge management, with a conception of physical objects and environments as knowledge carrying entities which are constituted, recognised and used in the course of social practice. From a lean perspective, the problems of wayfinding must be reduced or eliminated through adopting a lean knowledge management approach. A review of knowledge management, design, wayfinding and lean literature, together with ongoing participant action research at Salford Royal hospital, are reported in this paper. To ensure that wayfinding information remains immortal throughout the long life cycles of the building, a Through Life Management (TLM) approach is suggested. Thus TLM is viewed as an important consideration in lean construction

Creating knowledge maps in Virtual Learning Environments

The intention of this paper is to show a reflexive study about knowledge representation through maps in virtual learning environments (VLE). The aim of this research is to investigate how maps can be used to build information networks, contribute to the collective building of knowledge, and facilitate research and pedagogical mediation in VLEs. For this purpose, the specialization post-graduation online course “Software Use in Qualitative Research” was analyzed. During this analysis, I discuss meaningful learning through maps built using the mapping software Nestor Web Cartographer, CMap tools and Compendium. I then present some important aspects about how maps can contribute to online content design, tutoring diagnostic and assessment applications