Intermediate concepts in the generative dance between knowledge and knowing

Nous nous proposons dans cet article de contribuer à éclairer l'interaction entre connaissance et savoir en action comme processus générateur de nouvelles connaissances. Ce processus que Cook et Brown (1999) ont appelé « la danse générative », est un point crucial de l'étude de la création de nouvelles connaissances, la reconnaître et l'assister dans des situations collectives d'action implique d'avoir une meilleure connaissances des processus en jeu. A travers la description de plusieurs cas d'action collective entre acteurs hétérogènes : en particulier la restauration écologique du lac de Grand-Lieu en Loire Atlantique, nous proposons de caractériser les situations de gestion collective de situations complexes comme des situations de conception. Nous proposons la notion de concepts intermédiaires qui permettent aux acteurs de s'articuler dans un processus de conception collective.connaissances;concept intermédiaire;objet intermédiaire;connaissances partagées;situations hétérogènes d'action collective;conception pour l'action collective

RETAINING WAYS OF CO-CREATION

The design space of future mobility services is considered a wicked problem, as many stakeholders from the public and private sectors need to collaborate to create sustainable future services. Recent years have shown a growing interest in utilizing urban living labs (ULL) and similar quadruple helix approaches toward addressing wicked design challenges. However, when engaging in co-creation through living labs, many actors also see potential in adapting methodology and new ways-of-doing, to appropriate it and improve readiness for tackling other wicked challenges. The article draws upon a ULL initiative in the mobility service context to explore the main challenges for ULL partners to retain the ways-of-doing that develops in co-creation activities. Through our study, we identified that cocreation needs to be grounded in the known, to facilitate search and co-appropriation of the unknown as key for retaining ways-of-doing in ULL initiatives

RRescue: Ranking LLM Responses to Enhance Reasoning Over Context

Effectively using a given context is paramount for large language models. A context window can include task specifications, retrieved documents, previous conversations, and even model self-reflections, functioning similarly to episodic memory. While efforts are being made to expand the context window, studies indicate that LLMs do not use their context optimally for response generation. In this paper, we present a novel approach to optimize LLMs using ranking metrics, which teaches LLMs to rank a collection of contextually-grounded candidate responses. Rather than a traditional full ordering, we advocate for a partial ordering. This is because achieving consensus on the perfect order for system responses can be challenging. Our partial ordering is more robust, less sensitive to noise, and can be acquired through human labelers, heuristic functions, or model distillation. We test our system's improved contextual understanding using the latest benchmarks, including a new multi-document question answering dataset. We conduct ablation studies to understand crucial factors, such as how to gather candidate responses, determine their most suitable order, and balance supervised fine-tuning with ranking metrics. Our approach, named RRescue, suggests a promising avenue for enhancing LLMs' contextual understanding via response ranking

Graduate employment: issues for debate and enquiry

Recent European studies have shown most graduates to be in quite reasonable employment situations a few years after graduating. While concerns continue to be expressed by some employers that many graduates do not possess the right skills and competencies, there is also considerable industry in many universities to improve the employability of their graduates. Does the evidence justify optimism

Using the Dialectic of Social Justice to Enliven the Dialogue between Global Education and Multicultural Education

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Rhetorical Ethics and the Language of Virtue: Problems of Agency and Action

Links between ethical education and rhetorical education run deep, and discussions of ethical pedagogy have been both common and crucial to rhetoric and composition\u27s development since the field\u27s inception. This association between ethics and rhetorical education is deeply embedded within the ethos of the field, given the classical emphasis on rhetoric as the exercise of good citizenship and the central role writing plays in general education curricula. Historically poised at the portal to higher education, composition courses have played an outsized role in the formation of good academic citizens. This motivation to explore the ethical implications of our practice has become, according to Anne Wysocki, the murmuring background soundtrack to all our work. Within our recent playlist, however, John Duffy has emerged as perhaps the most prominent theorist of the ethical current in composition. In this way, relationships between ethics and the rhetorical tradition become integral to our institutional roles and cast in terms that complement current classroom practices

Intermediate concepts in the generative dance between knowledge and knowing

Recognizing and facilitating the generative dance between knowledge and knowing is essential and calls for a better understanding of the processes at play. An analysis of the collective action among heterogeneous stakeholders involved in the ecological restoration of Grand-Lieu Lake, in the landscape management project in the Cévennes, and in the Vittel catchment management initiative, allows us to characterize complex situations of collective action mainly as design situations. Of the three case-studies, we analyse the Grand-Lieu situation in the greatest detail. The analysis reveals how stakeholders developed what we have identified as “intermediary concepts” and how these assisted them in successfully engaging in a collective design process. In this paper, we discuss the value of the notion of “intermediary concept” to stakeholders involved in a situation as well as to a researcher observing and analysing a situation.Nous nous proposons dans cet article de contribuer à éclairer l'interaction entre connaissance et savoir en action comme processus générateur de nouvelles connaissances. Ce processus que Cook et Brown (1999) ont appelé « la danse générative », est un point crucial de l'étude de la création de nouvelles connaissances, la reconnaître et l'assister dans des situations collectives d'action implique d'avoir une meilleure connaissances des processus en jeu. A travers la description de plusieurs cas d'action collective entre acteurs hétérogènes : en particulier la restauration écologique du lac de Grand-Lieu en Loire Atlantique, nous proposons de caractériser les situations de gestion collective de situations complexes comme des situations de conception. Nous proposons la notion de concepts intermédiaires qui permettent aux acteurs de s'articuler dans un processus de conception collective