Entorns col•laboratius virtuals asíncrons basats en Web i enfocats en la gestió del coneixement = Web-based Asynchronous Collaborative Environments Focused on Knowledge Management

Report for the scientific sojourn at the University of California at Berkeley, USA, from september 2007 until july 2008. Communities of Learning Practice is an innovative paradigm focused on providing appropriate technological support to both formal and especially informal learning groups who are chiefly formed by non-technical people and who lack of the necessary resources to acquire such systems. Typically, students who are often separated by geography and/or time have the need to meet each other after classes in small study groups to carry out specific learning activities assigned during the formal learning process. However, the lack of suitable and available groupware applications makes it difficult for these groups of learners to collaborate and achieve their specific learning goals. In addition, the lack of democratic decision-making mechanisms is a main handicap to substitute the central authority of knowledge presented in formal learning.

El Misterio de la biblioteca Mil.lènium o cómo promover relaciones colaborativas desde la participación del alumnado = The Mystery of the Mil.lènium Library: How to Promote Collaborative Relationships Through Student Participation

La pedagogía crítica acentúa la falta de neutralidad de la escuela respecto a las relaciones de poder que existen en la sociedad. Su propuesta consiste en modificar las relaciones de poder en el aula en el sentido de transformar las relaciones coercitivas –las que reproducen las relaciones existentes– en relaciones colaborativas partiendo del reconocimiento y la participación de los alumnos en las actividades escolares. Desde esta perspectiva, uno de los objetivos de las actividades es que los niños produzcan «textos identitarios», entendidos como artefactos que los alumnos se pueden apropiar para promover su desarrollo cognitivo. El artículo muestra el trabajo educativo integrado desde Educación Infantil hasta 6.º de Primaria de una escuela de la provincia de Girona en la que el 97% de los alumnos es de origen extranjero y cuyo propósito es incrementar las habilidades lingüísticas orales y escritas en la lengua escolar, así como la utilización de otros lenguajes multimedia. La unidad didáctica consiste en la elaboración de un cuento a lo largo de un curso escolar por parte de todo el alumnado con la ayuda de los profesores, de dos autores y de tres ilustradores. Cada ciclo escolar decide los personajes y el escenario y explicita textualmente el transcurso de la acción. Los ilustradores producen las imágenes y los autores posibilitan la transición de aquello que ha elaborado un ciclo al producto del siguiente. La actividad basada en la participación y la utilización de procedimientos democráticos de decisión se inserta en la propuesta educativa y lingüística de la escuela, así como en sus concreciones curriculares. Los resultados muestran que los textos construidos por los niños se apoyan en sus «fondos de conocimiento» sociales y familiares y constituyen una fuente de progreso en la consecución de las competencias básicas y en la construcción de valores democráticos

The construction process of pedagogical knowledge among nursing professors

Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students' general pedagogical knowledge and the teacher's biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom the students considered competent. Data collection involved teachers from an undergraduate nursing program in the South of Brazil, through non-participant observation and semistructured interviews. Data analysis was submitted to the constant comparison method. The results disclose the need for initial education to cover pedagogical aspects for nurses; to assume permanent education as fundamental in view of the complexity of contents and teaching; to use mentoring/monitoring and the value learning with experienced teachers with a view to the development of quality teaching.

Report of the Workshop on Intelligent Construction for Earthworks: April 14-16, 2009

The objectives of this workshop were to update the strategies identified during the 2008 workshop; provide a collaborative exchange of ideas and experiences; share research results; increase participants' knowledge; develop research, education, and implementation initiatives for intelligent compaction (IC) and automated machine guidance (AMG) technologies; and develop strategies to move forward. The 2 1/2 day workshop was organized as follows: Day 1: Review of 2008 workshop proceedings, technical presentations on IC and AMG technologies, and participating state department of transportation (DOT) briefings. Day 2: Industry/equipment manufacturer presentations and breakout interactive sessions on three topic areas. Day 3: Breakout session summary reporting and panel discussion involving state DOT, contractor, and industry representatives. The results of the breakout sessions on day 2 were analyzed to identify the priorities for advancement in each of the three topic areas. Key issues for each topic were prioritized by reviewing the recorder's notes in detail, finding common topics among sessions, and summarizing the participant votes.

Balancing knowledge sharing and protection in collaborative innovation - The roles and dynamics of contracts, IPR's and trust

Pro-gradu tutkielman tavoitteena on tutkia, miten yritykset tasapainoilevat tiedon jakamisen ja suojaamisen välillä innovaatioyhteistyöprojekteissa, ja miten sopimukset, immateriaalioikeudet ja luottamus voivat vaikuttaa tähän tasapainoon. Yhteistyössä yritysten täytyy jakaa tarpeellista tietoa kumppanilleen, mutta toisaalta niiden täytyy varoa, etteivät ne menetä ydinosaamiseensa kuuluvaa tietoa ja kilpailuetuaan. Yrityksillä on useita keinoja tietovuodon estämiseen. Tutkielmassa keskitytään patenttien, sopimusten ja liikesalaisuuksien käyttöön tietoa suojaavina mekanismeina. Kyseiset suojamekanismit vaikuttavat luottamukseen kumppaneiden välillä, ja täten myös näiden halukkuuteen jakaa tietoa kumppaneilleen. Jos kumppanit eivät jaa tarpeeksi tietoa toisilleen, voi yhteistyö epäonnistua. Sopimusten, immateriaalioikeuksien ja luottamuksen rooleja ja vuorovaikutusta tutkitaan kahdenvälisissä yhteistyöprojekteissa. Tutkielmassa esitellään neljä case-esimerkkiä, jotka on koottu suomalaisen metsätoimialan yrityksen haastatteluista.

Analysing knowledge building: usages, achievements and limits of forums at university

This paper aims to explore asynchronous communication in computer supported collaborative learning (CSCL). Thirty virtual forums are analysed in both a quantitative and a qualitative way. Quantitatively, the number of messages written, message threads and original and answer messages are counted. Qualitatively, the content of the notes is analysed, cataloguing these into two different levels: on the one hand, as a set of knowledge building process categories, and on the other hand, following the scaffolds that Knowledge Forum offers. The results show that both an exchange of information and a collaborative work take place. Nevertheless, the construction of knowledge is superficial.

Towards the Construction of a Multi-agent Approach for Discovering the Meaning of Natural Language Collaborative Conversations

Peer-reviewed

Animal Lovers, Bridge-Builders, and Supervising Watchdogs: Framing and Civil Society Construction by Japanese Pro-Animal Organizations in the Kansai and Tokyo Areas

Unlike their counterparts in Europe and America, the citizen organizations acting for the well-being of animals in Japan have not received scholarly attention. In this research, I explore the activities of twelve Japanese pro-animal organizations in Tokyo and Kansai area from the perspective of social movement and civil society studies. The concept of a ‘pro-animal organization’ is used to refer generally to the collectives promoting animal well-being. By using the collective action frame analysis and the three core framing tasks – diagnostic, prognostic, and motivational – as the primarily analytical tools, I explore the grievances, tactics, motivational means, constructions of agency and identity as well as framing of civil society articulated in the newsletters and the interviews of the twelve organizations I interviewed in Japan in 2010. As the frame construction is always done in relation to the social and political context, I study how the organizations construct their roles as civil society actors in relation to other actors, such as the state, and the idea of citizen activism. The deficiencies in the animal welfare law and lack of knowledge among the public are identified as the main grievances. The primary tactic to overcome these problems was to educate and inform the citizens and authorities, because most organizations lack the channels to influence politically. The audiences were mostly portrayed as either ignorant bystanders or potential adherents. In order to motivate people to join their cause and to enforce the motivation within the organization, the organizations emphasized their uniqueness, proved their efficiency, claimed credit and celebrated even small improvements. The organizations tended to create three different roles for citizen pro-organizations in civil society: reactive, apolitical and emphatic animal lovers concentrating on saving individual animals, proactive, educative bridge-builders seeking to establish equal collaborative relations with authorities, and corrective, supervising watchdogs demanding change in delinquencies offending animal rights. Based on the results of this research, I suggest that by studying how and why the different relations between civil society and the governing actors of the state are constructed, a more versatile approach to citizens’ activism in its context can be achieved.

A Living Educational Theory of Knowledge Translation: Improving Practice, Influencing Learners, and Contributing to the Professional Knowledge Base

This paper captured our joint journey to create a living educational theory of knowledge translation (KT). The failure to translate research knowledge to practice is identified as a significant issue in the nursing profession. Our research story takes a critical view of KT related to the philosophical inconsistency between what is espoused in the knowledge related to the discipline of nursing and what is done in practice. Our inquiry revealed “us” as “living contradictions” as our practice was not aligned with our values. In this study, we specifically explored our unique personal KT process in order to understand the many challenges and barriers to KT we encountered in our professional practice as nurse educators. Our unique collaborative action research approach involved cycles of action, reflection, and revision which used our values as standards of judgment in an effort to practice authentically. Our data analysis revealed key elements of collaborative reflective dialogue that evoke multiple ways of knowing, inspire authenticity, and improve learning as the basis of improving practice related to KT. We validated our findings through personal and social validation procedures. Our contribution to a culture of inquiry allowed for co-construction of knowledge to reframe our understanding of KT as a holistic, active process which reflects the essence of who we are and what we do.

Parle-t-on de territoire en aménagement du territoire? : la construction des enjeux en contexte de planification collaborative

Le débat public en aménagement du territoire constitue un exercice paradoxal. Bien qu’il fasse nominalement référence au territoire, ce débat public aborde cet objet de façon superficielle. Ce mémoire aborde cette problématique en explorant les utilisations de la notion de territoire formulées dans le cadre d’un exercice de consultation publique sur un projet de revitalisation à Montréal, soit le Programme particulier d’urbanisme du Quartier des spectacles – Pôle du Quartier latin, est étudié. L’analyse se décline en deux étapes. Le sens accordé à la position géographique du Quartier latin et ses répercussions sur les dynamiques d’aménagement à long terme (structurales) sont s’abord explorées. Ensuite, les discours des intervenants au débat public sont analysés à l’aide d’une loupe poststructuraliste. Nos résultats démontrent qu’une majorité de participants ne considèrent pas le territoire comme construction sociale. Toutefois, les intervenants qui adoptent le point de vue contraire ont tendance à adopter une position plus critique face au projet. Ce constat remet en question les fondements de l’intervention proposée par les autorités municipales et, plus largement, interroge la prise en compte du concept de territoire en contexte de planification collaborative et post-collaborative.

La Mise en oeuvre préalable à la construction collaborative d’une séquence d’anglais à l’école élémentaire

La recherche présentée est issue d’une thèse en cours qui étudie la manière dont se nouent les relations entre les compétences culturelles et linguistiques au cours de séances de langue étrangère au cycle 3 de l’école primaire. Notre recherche s’appuie sur des données empiriques quantitatives et qualitatives et sur un cadre théorique articulant des concepts de didactique des langues et cultures (notamment, Aden, 2007; Gruson, 2007; Puren, 2002; Zarate, 1993), mais aussi de didactique des mathématiques dans une perspective comparatiste (entre autres, Brousseau, 1998; Sensevy, Mercier & Schubauer-Leoni, 2000; Sensevy & Mercier, 2007)

Construction and modification of the autonomy of school mathematical knowledge in Portugal

Resumen basado en el de la publicaci??n