Facilitating the take-up of new HCI practices: a ‘diffusion of innovations’ perspective

The workshop Made for Sharing: HCI Stories of Transfer, Triumph & Tragedy focuses on collecting cases in which practitioners have used their HCI methods in new contexts. For analyzing the collected body of cases we propose to apply a framework inspired by the Diffusion of Innovations approach which focuses on what facilitates the adoption, re-invention and implementation of new practices in social systems

Kerala Libraries Network (KELNET): a Proposal

Visualizes the conceptual framework and propose the development of a Kerala Library Network (KELNET) by exploring and exploiting the available and the existing social infrastructures, social softwares, open standards and technologies

Creative Economy, Cultural Industries and Local Development

The purpose of this paper is to draw a clear picture of creative and cultural industries and of the creative economy, as driving factors of economic growth and local development. To this aim, the paper analyzes some recent data on the significance of the creative economies, reflecting on the concepts of creative and cultural industries. In the text, attention is paid to the links between creative economy and local development on one hand, and the concepts of territorial capital and social capital on the other side. In the end, the work focuses on presenting the results of an in-progress study, about the recent literature on the mentioned issues, presenting a brief overview of some significant works

Appropriation of mobile cultural resources for learning

Copyright © 2010 IGI Global. This article proposes appropriation as the key for the recognition of mobile devices - as well as the artefacts accessed through, and produced with them - as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the "mobile complex". Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues

Strengthening Collaborations to Build Social Movements: Ten Lessons from the Communities for Public Education Reform Fund (CPER)

This report explores how grantmakers can help strengthen collaborations among supported groups to advance ambitious social change goals. As noted by Grantmakers for Effective Organizations in Many Hands, More Impact, grantmakers can play a number of critically important roles in supporting social movement building: investing in a broad range of organizations, change strategies, and issues; brokering relationships among groups and their allies; connecting grantees to one another in impactful ways; fostering learning to grow a field; and influencing peers and policy through these supports. We focus on grantmakers' "connector" role because we see it as a crucial -- and often underexamined -- strategyfor expanding impact. But how, specifically, can grantmakers nurture connections -- and productive collaborations that may eventually arise from them -- while remaining attuned to the strategic intentions of supported groups and the relationships they themselves want to cultivate? And how can the enhanced capacity that genuine collaboration requires be reflected and resourced in ways that meet funders' expectations of collaborative impact? Our perspective on these questions is grounded in the experience of Communities for Public Education Reform (also referred to here on as "CPER" or the "Fund"). CPER is a national funders' collaborative committed to improving educational opportunities and outcomes for students -- in particular students of color from low-income families -- by supporting community-driven reforms led by grassroots education organizing groups. Maximizing collaborative potential has always been central to CPER's DNA, and is encoded in the Fund's vision, strategy, and operational structure. In sharing lessons learned by CPER funders, staff, and grantees over the Fund's eight-year lifespan, we hope to contribute to the conversation about how grantmakers can nurture collaborations that advance building social movements for opportunity and justice

An evaluation of sustainability in large British companies

This article undertakes an assessment of the sustainability efforts of some of the largest companies that are listed on the FTSE 100 (a share index composed of the 100 largest companies that are listed on the London Stock Exchange according to market capitalisation). It provides empirical insights into how large listed British companies are addressing sustainability and their efforts in terms of incorporating sustainability factors into their business operations. The study was based on an extended content analysis of each company’s annual and sustainability reports. Our findings demonstrate that companies are trying to integrate sustainability in their business strategies even though there are variations in their efforts. There are indications that the majority of the companies have been able to embed sustainability in their strategy and operations and are now attempting to establish goals for further improvement. We found strong evidence of willingness to engage with relevant stakeholders to evaluate which sustainability issues are of importance to the particular companies and then to communicate to those relevant stakeholders the measures that have been taken to integrate sustainability in their business strategies. However, our findings also revealed areas where there is a need for further improvement such as compliance with international standards for sustainability reporting and establishment of better frameworks to enhance their sustainability efforts

Academic practice as explanatory framework: reconceptualising international student academic engagement and university teaching

This paper joins growing interest in the concept of practice, and uses it to reconceptualise international student engagement with the demands of study at an Australian university. Practice foregrounds institutional structures and student agency and brings together psychologically- and socially-oriented perspectives on international student learning approaches. Utilising discourse theory, practice is defined as habitual and individual instances of socially-contextualised configurations of elements such as actions and interactions, roles and relations, identities, objects, values, and language. In the university context, academic practice highlights the institutionally-sanctioned ways of knowing, doing and being that constitute academic tasks. The concept is applied here to six international students’ ‘readings’ of and strategic responses to academic work in a Master of Education course. It is argued that academic practice provides a comprehensive framework for explaining the interface between university academic requirements and international student learning, and the crucial role that teaching has in facilitating the experience