Group formation in learning flow activities across virtual and physical spaces

Proceedings of: Across Spaces11 Workshop in conjunction with the EC-TEL2011, Palermo, Italy, September 21, 2011One of the main challenges in Computer-Supported Collaborative Learning is group formation according to different types of polices that depend on the pedagogical method or/and the students' profiles, and the communication of the resulting group formation to the students and the flow engines that orchestrate the collaborative learning processes. This challenge is even more demanding when the learning flows are not only supported by computers but they also integrate activities taking place in physical spaces without the assistance of computing devices. In this extended abstract we propose to combine previous contributions towards the development of an integrated solution for supporting group management across IMS Learning Design compliant virtual learning environments and activities in the physical space, such as the classroom or the playground.This work has been partially funded by the Spanish Learn 3 project (TIN2008-05163/TSI).Publicad

Emergence and Dynamics of Circular Economy Ecosystem

The circular economy ecosystem (CEE) offers the potential to effectively manage the pressing issue of residual resources, encompassing waste and by-products that pose a challenge to our planet. Among various organizational forms, the ecosystem approach has emerged as the preferred method, fostering cross-industry collaboration to sustainably address residual resources. While business and innovation ecosystems have been extensively studied to understand their emergence, structure, and value proposition, they only provide a partial understanding of how CEEs come into being and manage these resources. Furthermore, CEEs encounter constraints from linear economic practices and environmental conditions. Given the prominent role of digital technologies within CEEs, this study delves into their influence, aiming to uncover their multifaceted impact beyond technical aspects.This thesis sheds light on the distinctive factors driving the emergence of CEEs and how they differ from business and innovation ecosystems. Additionally, it explores the cohesive role played by digital technologies, extending beyond their conventional functions. This exploration is rooted in two case studies, one CEE in Africa and one in Europe. Both cases were selected due to their effective management of residual resources through sustainable approaches, coupled with their incorporation of digital technologies.The findings of this research indicate that CEEs arise as a response to the need for coordinated collective action in the face of linear constraints and the necessity to access interdisciplinary knowledge. The pursuit of interdisciplinary knowledge takes precedence over economic considerations and competition due to the intrinsic motivation to acquire complementary knowledge. In addition, digital technologies act as a unifying force facilitating knowledge appropriation during experimentation, fostering cooperation among stakeholders, rather than promoting competition.This thesis is positioned at the intersection of sustainable transitioning of strategic management and information systems

Ecosystem synergies, change and orchestration

This thesis investigates ecosystem synergies, change, and orchestration. The research topics are motivated by my curiosity, a fragmented research landscape, theoretical gaps, and new phenomena that challenge extant theories. To address these motivators, I conduct literature reviews to organise existing studies and identify their limited assumptions in light of new phenomena. Empirically, I adopt a case study method with abductive reasoning for a longitudinal analysis of the Alibaba ecosystem from 1999 to 2020. My findings provide an integrated and updated conceptualisation of ecosystem synergies that comprises three distinctive but interrelated components: 1) stack and integrate generic resources for efficiency and optimisation, 2) empower generative changes for variety and evolvability, and 3) govern tensions for sustainable growth. Theoretically grounded and empirically refined, this new conceptualisation helps us better understand the unique synergies of ecosystems that differ from those of alternative collective organisations and explain the forces that drive voluntary participation for value co-creation. Regarding ecosystem change, I find a duality relationship between intentionality and emergence and develop a phasic model of ecosystem sustainable growth with internal and external drivers. This new understanding challenges and extends prior discussions on their dominant dualism view, focus on partial drivers, and taken-for-granted lifecycle model. I propose that ecosystem orchestration involves systematic coordination of technological, adoption, internal, and institutional activities and is driven by long-term visions and adjusted by re-visioning. My analysis reveals internal orchestration's important role (re-envisioning, piloting, and organisation architectural reconfiguring), the synergy and system principles in designing adoption activities, and the expanding arena of institutional activities. Finally, building on the above findings, I reconceptualise ecosystems and ecosystem sustainable growth to highlight multi-stakeholder value creation, inclusivity, long-term orientation and interpretative approach. The thesis ends with discussing the implications for practice, policy, and future research.Open Acces

Mobile Learning: location, collaboration and scaffolding inquiry

Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models

AI-native Interconnect Framework for Integration of Large Language Model Technologies in 6G Systems

The evolution towards 6G architecture promises a transformative shift in communication networks, with artificial intelligence (AI) playing a pivotal role. This paper delves deep into the seamless integration of Large Language Models (LLMs) and Generalized Pretrained Transformers (GPT) within 6G systems. Their ability to grasp intent, strategize, and execute intricate commands will be pivotal in redefining network functionalities and interactions. Central to this is the AI Interconnect framework, intricately woven to facilitate AI-centric operations within the network. Building on the continuously evolving current state-of-the-art, we present a new architectural perspective for the upcoming generation of mobile networks. Here, LLMs and GPTs will collaboratively take center stage alongside traditional pre-generative AI and machine learning (ML) algorithms. This union promises a novel confluence of the old and new, melding tried-and-tested methods with transformative AI technologies. Along with providing a conceptual overview of this evolution, we delve into the nuances of practical applications arising from such an integration. Through this paper, we envisage a symbiotic integration where AI becomes the cornerstone of the next-generation communication paradigm, offering insights into the structural and functional facets of an AI-native 6G network

Collaborative learning in multi-user virtual environments

Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.Publicad