Knowledge Collaboration: Working with Data and Web Specialists

When resources are finite, people strive to manage resources jointly (if they do not rudely take possession of them). Organizing helps achieve—and even amplify—common purpose but often succumbs in time to organizational silos, teaming for the sake of teaming, and the obstacle course of organizational learning. The result is that organizations, be they in the form of hierarchies, markets, or networks (or, gradually more, hybrids of these), fail to create the right value for the right people at the right time. In the 21st century, most organizations are in any event lopsided and should be redesigned to serve a harmonious mix of economic, human, and social functions. In libraries as elsewhere, the three Ss of Strategy—Structure—Systems must give way to the three Ps of Purpose—Processes—People. Thence, with entrepreneurship and knowledge behaviors, data and web specialists can synergize in mutually supportive relationships of shared destiny

Professional Learning in Massive Open Online Courses

This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning generally have not taken advantage of the affordances of social, semantic technologies to support self-regulated learning. MOOCs present a potentially useful approach to professional learning that may be designed to encourage self-regulated learning. The study is contextualised within ‘Fundamentals of clinical trials', a MOOC for health professionals designed and run by the Harvard Medical School, Harvard School of Public Health, and Harvard Catalyst, the Harvard Clinical and Translational Science Center, and offered by edX. The research design builds on the authors' previous studies in the areas of Technology Enhanced Learning and Professional Learning and in particular, research which explored the learning behaviours of education professionals in the Change 11 MOOC. The previous studies demonstrated a link between individual learners SRL profile and their goal setting behaviour in the Change 11 MOOC as well as uncovering other factors which influenced their engagement with the MOOC environment. The present study extends the original study by further focusing on specific aspects of self-regulation identified by the Change11 studies and our parallel studies of self-regulated learning in knowledge workers. The analysis of learner behaviour in the Fundamentals of Clinical Trials is complemented by additional exploration of the design considerations of the MOOC, to determine the extent to which course design can support or inhibit self-regulation of learning. The study poses three research questions: How are Massive Open Online Courses currently designed to support self-regulated learning? What self-regulated learning strategies and behaviours do professionals adopt? and How can MOOCs be designed to encourage professionals to self-regulate their learning? Validated methods and instruments from the original study will be adapted and employed. The research is unique in providing evidence around two critical aspects of MOOCs that are not well understood: the skills and dispositions necessary for self-regulated learning in MOOC environments, and how MOOCs can be designed to encourage the development and emergence of SRL behaviours

Disease surveillance and patient care in remote regions: an exploratory study of collaboration among healthcare professionals in Amazonia

The development and deployment of information technology, particularly mobile tools, to support collaboration between different groups of healthcare professionals has been viewed as a promising way to improve disease surveillance and patient care in remote regions. The effects of global climate change combined with rapid changes to land cover and use in Amazonia are believed to be contributing to the spread of vector-borne emerging and neglected diseases. This makes empowering and providing support for local healthcare providers all the more important. We investigate the use of information technology in this context to support professionals whose activities range from diagnosing diseases and monitoring their spread to developing policies to deal with outbreaks. An analysis of stakeholders, their roles and requirements, is presented which encompasses results of fieldwork and of a process of design and prototyping complemented by questionnaires and targeted interviews. Findings are analysed with respect to the tasks of diagnosis, training of local healthcare professionals, and gathering, sharing and visualisation of data for purposes of epidemiological research and disease surveillance. Methodological issues regarding the elicitation of cooperation and collaboration requirements are discussed and implications are drawn with respect to the use of technology in tackling emerging and neglected diseases

Professional Learning Communities in the Expanded Learning Field

This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs

Lifelong guidance policy and practice in the EU

A study on lifelong guidance (LLG) policy and practice in the EU focusing on trends, challenges and opportunities. Lifelong guidance aims to provide career development support for individuals of all ages, at all career stages. It includes careers information, advice, counselling, assessment of skills and mentoring

The shared work of learning: lifting educational achievement through collaboration

This report argues that leaving the momentum of educational improvement to the status quo will result in widening inequality and stagnation in Australia. Key findings: Overall, student performance in Australia is not improving. But some schools in Australia, serving highly disadvantaged students and families, are successfully using collaboration to support student achievement. Common features of the practices in these diverse schools can be applied to strategies for wider, systemic change. This research examines how the schools and their partners use: Professional collaboration to support, sustain, evaluate and refine professional learning, and to access expertise, data and relevant practice. Local collaboration with other schools, universities, employers and community organisations to provide structure and resources for student achievement. Collaboration with students, parents and local community to build trust and social capital. Collaboration – the sharing of effort, knowledge and resources in the pursuit of shared goals – is created through a wide range of flexible, trust-based relationships. The high impact schools featured in this research: actively seek connections and resources that create value for students; develop ‘local learning systems’ to translate connections and resources into concrete actions; and apply a consistent rationale, focused on student learning, to choose and prioritise collaborative projects and relationships

Community development, higher education institutions and the Big Society: opportunities or opportunism?

In his Prison Notebooks, written between 1929-35, Gramsci claimed that 'all men are intellectuals: but not all men have in society the function of intellectuals.' He used this term 'organic intellectuals' to illustrate that those working at grassroots level who have significant knowledge(s) about the way communities of all types work, are as important to the development of society as academic intellectuals. This article explores the current idea of a 'Big Society' as a hegemonic idea. This exploration is undertaken in relation to the current economic, social and political situation and with reference to the practice of community development, lifelong learning and the role of the Higher Education Institutions (HEIs) in supporting this field of activity. In this article we use the term 'community development' as Tett defines in Morgan-Klein and Osborne (2007:104). She claims it means to 'increase the capacity of particular communities through targeted resources for particular areas'. We specifically explore the following areas: <p> • challenging the hegemonic ideas and policies • practising within the restrictions of cuts and limited resources • setting up supportive networks which will sustain workers • making meaningful international links abroad and using international examples of good practice • turning the ideology of the Big Society into an opportunity</p> We will pose the critical questions that we think need to be addressed and which we hope will help us to find direction and an understanding of the way forward at a deeper level. We hope to create both useful and innovative knowledge which will be a valid contribution to the field of community development