Knowledge Dynamics During Planning Practices

What are the dynamics of knowledge during planning practices? This research aims to analyze the nature of knowledge dynamics during planning practices. Pierre Bourdieu’s praxeology (1990, 2000) provides a fruitful framework to understand the role and the interactions between knowledge and practice. Habitus, a set of dispositions for action, offers a dynamic view of knowledge, which is permanently used, constructed and restructured during practice and for practice. This framework is mobilized through an empirical case study. Its highlights knowledge dynamics involved in planning practices: mapping the field, assigning value to practice, developing dispositions and building causal relationship on action.Bourdieu; Control; Habitus; Knowing; Learning

Knowledge Dynamics During Planning Practices

Ce papier analyse la dynamique des connaissances organisationnelles au cours de pratiques de planification. Il mobilise la notion d'habitus (Bourdieu 1990, 2000) et propose une phase empirique qualitative.Apprentissage organisationnel ; Connaissances ; Contrôle ; Planification ; Pratique

Feeding back to feed forward:formative assessment as a platform for effective learning

Students construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed on integration of formative assessment and feedback into modules, as well as an exploration of the effectiveness of feedback on future learning. The findings revealed that in order to emphasise continuous learning – feeding back to feed forward (Rushton, 2005) – and to encourage self-regulated learning (Nicol & Macfarlane-Dick, 2006), students need to have opportunities to make mistakes and to learn from them prior to summative assessment (through formative assessment and feedback). There was also firm evidence of different approaches to learning, emphasising in particular the transitional importance of the first year of study as the foundation upon which future achievement is built

Unlocking the potential of the smart metering technology: How can regulation level the playing-field for new services in smart grids?

By integrating a communications system with the existing power grid, smart grids provide end-to-end connectivity. This enables all entities and components integrated in the electricity supply system to exchange information without knowing the network's structure. New services and applications such as demand response or virtual power plants that will aid to improve and optimize the use of electricity depend on the availability of a smart grid communication network. End-to-end communication networks require that the missing communications gap between consumers' premises and the remaining energy network is bridged by deploying an Advanced Metering Infrastructure (AMI). Given the current liberalized electricity markets' structure incumbent distribution system operators (DSOs) will control the AMI and the meter data. This gives rise to concerns about anti-competitiveness. We argue that leveraging the AMI in a social welfare maximizing way requires non-discriminatory access for all entitled parties to the (1) AMI and the (2) meter data through (3) interoperable standards. We discuss possible regulatory remedies to ensure a level playing-field for innovative services in smart grids and consider implications for research and regulation. --Regulation,Smart Grid,Smart Meter,Antitrust

Masterplanning for change : lessons and directions

Unprecedented worldwide urbanisation, financial instability, climate change and emerging new lifestyles are challenging the capacity of cities to attract and retain people and activities. Particularly, as many masterplan-driven developments realised from the second half of last Century have been criticised for their inability to cope with changing needs and uncertainty of future outcomes and for their incongruity with native physical, socio-economic and environmental contexts, the need to reform conventional approaches to masterplanning is now pressing. As cities competitiveness and success depends on their capacity to meet these manifold challenges, a new generation of masterplans has emerged over the recent years to respond more clearly to the sustainability agenda. However as we become increasingly aware that cities are inherently unstable and prone to unpredictable change over time, to complement the concern for sustainability, resilience as applied in the field of system-ecology needs now consideration. The paper argues that re-evaluating masterplanning against the theoretical framework of resilience would help defining a reformed approach, referred to as “Masterplan for Change”, more openly aimed at giving strategic direction and spatial quality to places, while accommodating modification over time. However the role of resilience in guiding urban design and masterplanning is still marginal. Hence, the fundamental link between sustainability and resilience is clarified and a preliminary list of guiding principles of “Masterplan for Change”, emerged from combination between urban design sustainability and socio-ecological resilience principles, suggested

How can I encourage multi-stakeholder narrative and reflection on the use of ICT in Teacher Professional Development programmes in Rwanda?

This is an action research enquiry into how I can improve my practice to encourage multi-stakeholder narrative and reflection on the use of Information and Communication Technology (ICT) in Teacher Professional Development (TPD) programmes in Rwanda. I examine the complexity of the ICT-TPD landscape in the Africa Region. I describe two action research cycles in which I attempt to encourage reflection on ICT in professional development in Rwanda. In each cycle I explore the potential of an Activity Theory lens for probing the issues and examining the perspectives of the stakeholder community of teachers, teacher educators, curriculum developers and researchers affiliated to national ICT in TPD programmes and initiatives. I integrate a “Most Significant Change” narrative technique to engage participants in telling stories of significant change in their practice with technology integration. Through the rigour of the action research living theory approach I come to a number of conclusions about my own values and how I actually live my values in practice as I engage with partners in discourse and reflection for mutual learning on the issues of ICT integration in Teacher Professional Development

A Design Theory for Digital Platforms Supporting Online Communities: A Multiple Case Study

This research proposes and validates a design theory for digital platforms that support online communities (DPsOC). It addresses ways in which digital platforms can effectively support social interactions in online communities. Drawing upon prior literature on IS design theory, online communities, and platforms, we derive an initial set of propositions for designing effective DPsOC. Our overarching proposition is that three components of digital platform architecture (core, interface, and complements) should collectively support the mix of the three distinct types of social interaction structures of online community (information sharing, collaboration, and collective action). We validate the initial propositions and generate additional insights by conducting an in-depth analysis of an European digital platform for elderly care assistance. We further validate the propositions by analyzing three widely used digital platforms, including Twitter, Wikipedia, and Liquidfeedback, and we derive additional propositions and insights that can guide DPsOC design. We discuss the implications of this research for research and practice

The Internet-of-Things : review and research directions

This paper presents a review of the Internet-of-Things (IoT) through four conceptualizations: IoT as liquification and density of information of resources; IoT as digital materiality; IoT as assemblage or service system; and IoT as modules, transactions, and service. From the conceptualizations, we provide a definition of IoT and present its implications and impact on future research in Marketing that interfaces with information systems, design and innovation, data science and cybersecurity, as well as organizational studies and economics. By integrating the implications of IoT with extant literature, we then propose a set of priorities for future research in this area. Highlights ● Consumer experiences with physical products will be highly visible in an era of IoT. ● Physical products are evolving into connected and dynamically reconfigurable service platforms that are socio-cyber-physical. ● Information is leaking out and liquifying everywhere and data is ubiquitous. ● Consumers personal data allow for personalization of the offering but could result in consumer vulnerabilities. ● Shifting boundaries due to information flows in an era of IoT will transform markets and exchanges