Knowledge society arguments revisited in the semantic technologies era

In the light of high profile governmental and international efforts to realise the knowledge society, I review the arguments made for and against it from a technology standpoint. I focus on advanced knowledge technologies with applications on a large scale and in open- ended environments like the World Wide Web and its ambitious extension, the Semantic Web. I argue for a greater role of social networks in a knowledge society and I explore the recent developments in mechanised trust, knowledge certification, and speculate on their blending with traditional societal institutions. These form the basis of a sketched roadmap for enabling technologies for a knowledge society

Poor Philanthropist II: New approaches to sustainable development

The second title in the Poor Philanthropist Series, this monograph represents the culmination of a six-year journey; a journey characterised in the first three years by in-depth qualitative research which resulted in an understanding of philanthropic traditions among people who are poor in southern Africa and gave rise to new and innovative concepts which formed the focus of the research monograph The Poor Philanthropist: How and Why the Poor Help Each Other, published by the Southern Africa-United States Centre for Leadership and Public Values in 2005

Building communities for the exchange of learning objects: theoretical foundations and requirements

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments

Searching Data: A Review of Observational Data Retrieval Practices in Selected Disciplines

A cross-disciplinary examination of the user behaviours involved in seeking and evaluating data is surprisingly absent from the research data discussion. This review explores the data retrieval literature to identify commonalities in how users search for and evaluate observational research data. Two analytical frameworks rooted in information retrieval and science technology studies are used to identify key similarities in practices as a first step toward developing a model describing data retrieval

An integrated framework to classify healthcare virtual communities

Healthcare (HC) strives to improve service quality through its cost-effective social computing strategy. However, sudden rise in the count of virtual community of practices (VCoPs) introduced many choices for physicians; As a result, it is not surprising to observe current literature reporting lack of study to investigate ideas integration within and between VCoPs. VCoPs need to be categorized for HC physicians so they will be able to pin-point effective a VC to attain assistance from. This paper is one of the first investigative studies, in HC sector, that proposed a framework to classify and pin-point appropriate VCoPs, for physicians, after it reviewed and analyzed traditional and up-to-date theoretical, empirical and case study literature in the area of social computing, knowledge management (KM) and VCoPs. The implementation of this framework pinpointed professional VCoPs as most appropriate for physicians based on strict requirements, i.e. closed physician communities holding many participants, which are older than 5 years with high boundary crossing. This framework is also a “one-size-fit-all” formula to build an organizational VCoP, utilizable by other business sectors

Conceptions of excellence in teaching and learning and implications for future policy and practice

Within a diverse and expanding system of higher education (HE), such as in the UK, discourse on teaching and student learning highlights tensions between different notions of excellence. For example, excellence as a positional good for students, an aspirational target for continuous quality enhancement, a form of reputational advantage for HE institutions or a means of achieving governmental economic and social goals. Concepts of excellence such as these also operate differently at the level of the individual, the academic unit, the institution and an HE system. Discussion about excellence usually focuses on teaching, and there is much less attention given to excellence in student learning, or even students’ perceptions of excellent teaching. The emphasis tends to be on process and form rather than content; so, what is being taught and learned has become increasingly obscured by concerns over whether teaching and learning are performed excellently. In the literature on pedagogy, there is a large body of writing that employs psychologised understandings of teaching and learning processes and which focuses on micro-level transactions between teachers and students. Though there is some conflicting evidence surrounding the idea of a hierarchy of approaches to learning and teaching – surface, deep and strategic – there seems to be consensus that excellence in pedagogy is associated with more sophisticated conceptions of learning and even, perhaps, of knowledge and its construction. However, it is clear that the dynamics of the relationship between teaching and learning are mediated by students’ perceptions of their environment and by their own motivations to study: excellence in student learning may or may not require excellent teaching. Concepts of teaching excellence are linked to two other notions, viz. the scholarship of teaching and the expert teacher, with some suggestion that excellence should be an attribute of any professional teacher – perhaps confusing excellence with notions of good (enough) teaching or even ‘fitness for purpose’. Much has also been written about institutional mechanisms for recognising and rewarding excellent teaching and the need for these to reflect an institution’s values, missions and culture. A recurring critical theme within the literature contends that the current focus on teaching (and to a lesser extent learning) excellence is symptomatic of a ubiquitous contemporary desire to measure HE performance by means of standardised criteria and quasi-scientific practices. Reinforced by the marketisation of HE and the repositioning of students as consumers, commercial publishers draw on these performance measures to compile institutional rankings, which construct broader notions of ‘excellence’ and ‘world class’ qualities in particular ways. These aggregations of available data appear to be biased towards research reputation and academic prestige, and reduce teaching ‘excellence’ to the numerical ratios between students and academic faculty, and learning to the results of student satisfaction surveys. The biases in favour of particular notions of ‘excellence’ are even more apparent in the increasingly influential world rankings of institutions: with Western, English language and ‘big science’ values predominating. This paper draws on two recent research studies undertaken by the UK Open University’s Centre for Higher Education Research and Information: a review of literature on teaching and learning to elicit conceptions of excellence; and research on league tables (rankings) and their impacts on HE institutions in England. It looks at how the term ‘excellence’ is used in the context of teaching and the student learning experience in: policy documents, research literatures, guidance material and the publicity surrounding commercially published institutional rankings. It examines the key concepts underlying such usage and considers the implications of these for future policies for developing and promoting excellence in a diverse system as it moves beyond mass to universal HE

Virtual EQ – the talent differentiator in 2020?

In an increasingly competitive, globalised world, knowledge-intensive industries/ services are seen as engines for success. Key to this marketplace is a growing army of ‘talent’ i.e. skilled and dedicated knowledge workers. These knowledge workers engage in non-routine problem solving through combining convergent, divergent and creative thinking across organizational and company boundaries - a process often facilitated though the internet and social media, consequently forming networks of expertise. For knowledge workers, sharing their learning with others through communities of practice embedded in new information media becomes an important element of their personal identity and the creation of their individual brand or e-social reputation. Part of the new knowledge/skills needed for this process becomes not only emotional intelligence (being attuned to the emotional needs of others) but being able to do this within and through new media, thus the emergence of virtual emotional intelligence (EQ). Our views of current research found that HRD practitioners in 2020 might need to consider Virtual EQ as part of their talent portfolio. However it seems that new technology has created strategies for capturing and managing knowledge that are readily duplicated and that a talent differentiator in 2020 might simply be the ability and willingness to learn

Understanding informal institutions: Networks and communities in rural development

A major theme within the literature on rural development is that the particular mix of formal and informal institutions present in any situation is a key determinant of development outcomes. However, there is some evidence that in policy and practice there are considerable difficulties in articulating formal organizational realities with the rules and norms embedded in informally constructed social structures. The same difficulty is in evidence in the New Institutional Economics, where the mainstream literature concedes the critical importance of informal and cultural institutions, but has thus far failed to develop an adequate theory of the informal. This recognized weakness is all the more urgent because of the growing emphasis on governance, participation and social learning evident in European rural development policy and practice. A clear understanding of the opportunities and pitfalls that arise in working with informal institutions is required, and therefore theories that provide analytical and operational traction in the 'parallel' realities of the formal and the informal. This paper starts from the point of view that at the heart of the institutional dilemma lies a difficulty in conceptualising the informal social structures in which informal institutions are reproduced. A review of relevant bodies of theory is presented; drawing on sociological network theory, perspectives on governance and social capital, and new developments in the organisational and management literature. These suggest some starting points for a theory of informal social realities and the institutions that structure them. The paper concludes with a presentation of a theoretical framework for understanding informal structures in rural development in terms of networks and communities

Beyond the ivory tower: a model for nurturing informal learning and development communities through open educational practices

Open Educational Resources (OER) and Open Educational Practices (OEP) are making an evergrowing impact on the field of adult learning, offering free high-quality education to increasing numbers of people. However, the top-down distribution of weighty university courses that typifies current provision is not necessarily suitable for contexts such as Continued Professional Development (CPD). This article proposes that a change of focus from a supplier-driven to a needs-led approach, grounded in theories of informal learning, could increase the positive impact of OER and OEP beyond the ivory towers of higher education. To explore this approach, we focused on the requirements of a specific community outside higher education – trainers in the UK’s voluntary sector – in order to design a more broadly applicable model for a sustainable online learning community focused around OER and OEP. The model was informed by a recent survey of voluntary sector trainers establishing their need for high-quality free resources and their desire to develop more productive relationships with their peers, and by evaluation of successful online communities within and outside the voluntary sector. Our proposed model gives equal attention to learning resources and group sociality. In it, academics and practitioners work together to adapt and create learning materials and to share each other’s knowledge and experiences through discussion forums and other collaborative activities. The model features an explicit up-skilling dimension based on Communities of Practice (CoP) theory and a system of reputation management to incentivise participation. The model is unique in building a pan-organisation community that is entirely open in terms of membership and resources. While the model offered in this article is focused on the voluntary sector, it could also be applied more widely, allowing practitioner communities the benefits of tailored resources and academic input, and collaborating universities the benefit of having their OER used and reused more widely for CPD through informal learning