Collaborative Environments. Considerations Concerning Some Collaborative Systems

It is obvious, that all collaborative environments (workgroups, communities of practice, collaborative enterprises) are based on knowledge and between collaboration and knowledge management there is a strong interdependence. The evolution of information systems in these collaborative environments led to the sudden necessity to adopt, for maintaining the virtual activities and processes, the latest technologies/systems, which are capable to support integrated collaboration in business services. In these environments, portal-based IT platforms will integrate multi-agent collaborative systems, collaborative tools, different enterprise applications and other useful information systems.collaboration, collaborative environments, knowledge management, collaborative systems, portals, knowledge portals, agile development of portals

Building Networks of Practice

{Excerpt} Extensive media coverage of applications such as FaceBook, MySpace, and LinkedIn suggests that networks are a new phenomenon. They are not: the first network was born the day people decided to create organizational structures to serve common interests—that is, at the dawn of mankind. However, the last 10–20 years have witnessed rapid intensification and evolution of networking activities, driven of course by information and communication technologies as well as globalization. These make it possible for individuals to exchange data, information, and knowledge; work collaboratively; and share their views much more quickly and widely than ever before. Thus, less and less of an organization’s knowledge resides within its formal boundaries or communities of practice. Knowledge cannot be separated from the networks that create, use, and transform it. In parallel, networks now play significant roles in how individuals, groups, organizations, and related systems operate. They will be even more important tomorrow. Since we can no longer assume that closely knit groups are the building blocks of human activity—or treat these as discrete units of analysis—we need to recognize and interface with less-bounded organizations, from non-local communities to links among websites. We should make certain that knowledge harvested in the external environment is integrated with what exists within, especially in dynamic fields where innovation stems from inter-organizational knowledge sharing and learning. Therefore, the structure and composition of nodes and ties, and how these affect norms and determine usefulness, must become key concerns. This makes the study of networks of practice a prime interest for both researchers and practitioners

Community dynamics in an online law journal

Online communities are continuously evolving socio-technical systems. To provide them with better change management support, a systematic analysis of the norms that govern their evolution is required. In this paper, we present an approach that was used to analyze the community dynamics in an online law journal. Electronic journals in the legal domain are essential instruments in the validation and distribution of new legal knowledge. To ensure the high quality of these e-journals, the dynamics of the online communities in which the various journal stakeholders interact need to be well understood. We outline the evolution of one of the first successful legal e-journals: the Electronic Journal of Comparative Law. We describe the change management lessons learnt in practice and use these to illustrate our diagnostic approach for self-governance analysis in virtual communities.

An Indigenous Micro - to Meta-Narrative: Microbes and Social Equity with Dr. Nicole Redvers

Indigenous Peoples have scientific narratives and traditions that span thousands of years rooted within concepts of relationship. The microbial microcosm itself is a lens of relationship that situates us as humans within our own communities and in the biome of the planet. How these relationships intersect and how we view them as an evolution of knowledge in theory and practice impacts how we view equity and its applications in the scientific process. This seminar will seek to bridge Indigenous knowledge traditions and scientific discourse with the intent of situating microbes and social equity within a larger relationship within research and practice

Computational Intelligence: The Grid as a Post-Human Network

Research and design collaborative EZCT Architecture & Design Research has adopted grid computing to produce a series of furniture systems and other small-scale prototypes using genetic algorithms in combination with automated fabrication technologies. Here, cofounder Philippe Morel relates this design practice to the broader technical and social implications of various grid-computing projects, such as the online organisation Folding@Home, which utilises grid computing and distributed communities for the production and exchange of postindustrial knowledge. He argues that these ‘knowledge farms’ which create an ‘ambient factory’, are perhaps the ultimate form of social-economic production, transforming not only the evolution of design but of the communities that produce and eventually consume its products

Collaborative Environments. Considerations Concerning Some Collaborative Systems

It is obvious, that all collaborative environments (workgroups, communities of practice, collaborative enterprises) are based on knowledge and between collaboration and knowledge management there is a strong interdependence. The evolution of information systems in these collaborative environments led to the sudden necessity to adopt, for maintaining the virtual activities and processes, the latest technologies/systems, which are capable to support integrated collaboration in business services. In these environments, portal-based IT platforms will integrate multi-agent collaborative systems, collaborative tools, different enterprise applications and other useful information systems

Lost in Translation: Why Organizations Should Facilitate Knowledge Transfer

Even if knowledge transfer has been extensively studied both in theory and in practice in the last few years, little analysis has been made regarding rhetoric. With very few exceptions (Czarniawska and Joerges, 1996; Gherardi and Nicolini, 2000) organizational knowledge transfer - defined as the process through which one unit (eg. group, department or division) is affected by the experience of another (Argote and Ingram, 2000: 151) - has been mainly represented as a communication process. Complementary to this view, I propose to interpret the circulation of knowledge in organizations as a process of translation: knowledge is not only transferred between two entities but is transformed during that process.To support my view, I look at the different theoretical views on knowledge transfer in the organizational context. Four pieces of analysis can be found: the cognitive approach, the economic approach, the situated approach and the translation approach. First, knowledge transfer can be seen as a dyadic process between a sender and a receiver. In this cognitive approach, knowledge transfer is seen as a way to change the knowing activity. In the second analysis, knowledge is considered as a commodity built on routines. Transferring knowledge means choosing and re-using the right routines to ensure the evolution of the organization. The situated approach tries to make a synthesis of both of the previous approaches by analysing knowledge in the context in which it is created, used and transferred. Finally, the translation approach focuses on the modifications of knowledge that take place when it is translated. It involves creating convergences and homologies by relating things that were previously different (Gherardi and Nicolini, 2000). Because the process involves very different communities and social actors, both geographically and functionally it is one of the most frequent ways in which knowledge crosses organisational and geographical boundaries to move into other areas (Czarniawska and Joerges, 1996).To illustrate my view, I examine a story of knowledge transfer in a multinational company. The story is about the re-use of a new device called the “lump-breaker” which improves the manufacture in a gypsum plant. I examine the story before and after the implementation of a knowledge management structure. Before, the knowledge is “lost in translation” because of lack of support from the central organization (ie. knowledge management) that creates confusion of different meanings: when the sender has made little effort to translate the best practice into simple terms, the receiver has more difficulty to re-use the device. After having put in place a knowledge management structure, the device is subsequently adopted by different factory managers who have read the database which contains the best practice. At this point, the role of the knowledge management team (ie. the “translator”) is to ease the re-use of the knowledge by “packaging” the best practice. If the effort is not made by the sender, the knowledge management team acts as a “translator” for the receiver. One implication is to minimize the role of technological mechanisms (databases and information portals) if the sender does not play his role: the practice has to be described in such a way that others can implement it. If not, the practice is lost.Knowledge Management, Best Practice Transfer, Translation

Accelerating learning for pro-poor health markets

CommentaryBackground: Given the rapid evolution of health markets, learning is key to promoting the identification and uptake of health market policies and practices that better serve the needs of the poor. However there are significant challenges to learning about health markets. We discuss the different forms that learning takes, from the development of codified scientific knowledge, through to experience-based learning, all in relationship to health markets. Discussion: Notable challenges to learning in health markets include the difficulty of acquiring data from private health care providers, designing evaluations that capture the complex dynamics present within health markets and developing communities of practice that encompass the diverse actors present within health markets, and building trust and mutual understanding across these groups. The paper proposes experimentation with country-specific market data platforms that can integrate relevant evidence from different data sources, and simultaneously exploring strategies to secure better information on private providers and health markets. Possible approaches to adapting evaluation designs so that they are better able to take account of different and changing contexts as well as producing real time findings are discussed. Finally capturing informal knowledge about health markets is key. Communities of practice that bridge different health market actors can help to share such experience-based knowledge and in so doing, may help to formalize it. More geographically-focused communities of practice are needed, and such communities may be supported by innovation brokers and/or be built around member-based organizations. Summary: Strategic investments in and support to learning about health markets can address some of the challenges experienced to-date, and accelerate learning that supports health markets that serve the poor.DFI

Facebook is not a silver bullet for teachers' professional development : Anatomy of an eight-year-old social-media community

Online communities and social-network sites are used to deliver professional-development services for teachers. Professional development should help teachers to reflect on their practice and improve in helping them to guide students' growth. Peer and community models, such as coaching and sharing knowledge in network and knowledge communities, have been proposed. Recently these practices have been taken into use in social media services, such as Facebook. Although earlier research has examined teachers' online communities, we move beyond understanding individuals motivations and examine community-level dynamics. Understanding these dynamics is important to understand the interaction between teachers, resources and the platform in use and resulting professional development. To understand the evolution of an informal and self-organised Facebook teachers' group, containing nearly 20,000 teachers, its eight years of activity was analysed by employing a mixed-methods research design; data science and participatory observation. Analysis gives account of both the evolution of participants' engagement and activity, and the evolution of content and its relevance for teachers' professional development. The results suggest that managers of professional development need to consider how to facilitate participation in order to focus on pedagogically motivated use of information technology, for system developers to consider how to assist recruitment of members and sustain their activity, and for all stakeholders to acknowledge that a peer-organised online professional development community requires significant effort. Furthermore, we suggest that instead of addressing large groups like these as communities, scholars and practitioners should instead see them as personal learning networks and think about how to establish smaller and more manageable groups as communities.Peer reviewe

When knowledge meets practice: learning communities and the EU’s common security and defence policy

This thesis explores the role of learning communities in the evolution of the EU’s Common Security and Defence Policy (CSDP). It engages the academic debate on institutional learning and the "practice turn" in IR to shed light on the factors leading the EU to learn by policy failure, as well as by ten years of practice in crisis management. Specifically, the work investigates the role of the knowledge and practice-based communities that shaped the consensus towards the comprehensive approach, with a strong emphasis on civilian means. Ideational factors, as opposed to material ones, are critical in understanding why the EU has developed a "soft" provider of security, in spite of the St Malo commitment to develop hard security capabilities. In the absence of a direct threat, EU member states’ preferences towards CSDP were driven by a set of new ideas, which in turn resulted from an emerging international agenda advocating the development of non-military crisis management approaches and tools. Through a critical appraisal of the "practice turn" and its application to the study of EU security and defence, the thesis sheds additional light on the overlap between knowledge and practice, which bears relevance for the research agenda on learning communities and norm diffusion. The empirical analysis makes an evidence-based reconstruction of the rise and evolution of civilian crisis management (CCM) and security sector reform (SSR). The comparison between the two case studies assesses the extent to which, at critical junctures, ideational factors influenced security policies. CCM and SSR, in fact, shared a similar learning process, yet the former had a much deeper impact on the shape and activities of the CSDP than the latter. To account for such variation in outcomes, it is argued that the emergence of "learning by doing" shaped CCM evolution. On the contrary, the introduction of SSR by knowledge-based communities failed to produce a common practice. Therefore, when policy innovation is supported by the re-elaboration of practices, the ideas diffused by learning communities are more persuasive and impactful on policy-making