Envolvimento dos usuários no processo de inovação por meio da web 2.0: um estudo de caso na indústria automobilística

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Deliberation and collaboration in the policy process : a Web 2.0 approach

This paper is a summary of a PhD thesis proposal. It will explore how the Web 2.0 platform could be applied to enable and facilitate the large-scale participation, deliberation and collaboration of both governmental and non-governmental actors in an ICT supported policy process. The paper will introduce a new democratic theory and a Web 2.0 based e-democracy platform, and demonstrate how different actors would use the platform to develop and justify policy issues.

Digital kids, analogue students : a mixed methods study of students' engagement with a school-based Web 2.0 learning innovation

The inquiry documented in this thesis is located at the nexus of technological innovation and traditional schooling. As we enter the second decade of a new century, few would argue against the increasingly urgent need to integrate digital literacies with traditional academic knowledge. Yet, despite substantial investments from governments and businesses, the adoption and diffusion of contemporary digital tools in formal schooling remain sluggish. To date, research on technology adoption in schools tends to take a deficit perspective of schools and teachers, with the lack of resources and teacher ‘technophobia’ most commonly cited as barriers to digital uptake. Corresponding interventions that focus on increasing funding and upskilling teachers, however, have made little difference to adoption trends in the last decade. Empirical evidence that explicates the cultural and pedagogical complexities of innovation diffusion within long-established conventions of mainstream schooling, particularly from the standpoint of students, is wanting. To address this knowledge gap, this thesis inquires into how students evaluate and account for the constraints and affordances of contemporary digital tools when they engage with them as part of their conventional schooling. It documents the attempted integration of a student-led Web 2.0 learning initiative, known as the Student Media Centre (SMC), into the schooling practices of a long-established, high-performing independent senior boys’ school in urban Australia. The study employed an ‘explanatory’ two-phase research design (Creswell, 2003) that combined complementary quantitative and qualitative methods to achieve both breadth of measurement and richness of characterisation. In the initial quantitative phase, a self-reported questionnaire was administered to the senior school student population to determine adoption trends and predictors of SMC usage (N=481). Measurement constructs included individual learning dispositions (learning and performance goals, cognitive playfulness and personal innovativeness), as well as social and technological variables (peer support, perceived usefulness and ease of use). Incremental predictive models of SMC usage were conducted using Classification and Regression Tree (CART) modelling: (i) individual-level predictors, (ii) individual and social predictors, and (iii) individual, social and technological predictors. Peer support emerged as the best predictor of SMC usage. Other salient predictors include perceived ease of use and usefulness, cognitive playfulness and learning goals. On the whole, an overwhelming proportion of students reported low usage levels, low perceived usefulness and a lack of peer support for engaging with the digital learning initiative. The small minority of frequent users reported having high levels of peer support and robust learning goal orientations, rather than being predominantly driven by performance goals. These findings indicate that tensions around social validation, digital learning and academic performance pressures influence students’ engagement with the Web 2.0 learning initiative. The qualitative phase that followed provided insights into these tensions by shifting the analytics from individual attitudes and behaviours to shared social and cultural reasoning practices that explain students’ engagement with the innovation. Six indepth focus groups, comprising 60 students with different levels of SMC usage, were conducted, audio-recorded and transcribed. Textual data were analysed using Membership Categorisation Analysis. Students’ accounts converged around a key proposition. The Web 2.0 learning initiative was useful-in-principle but useless-in-practice. While students endorsed the usefulness of the SMC for enhancing multimodal engagement, extending peer-topeer networks and acquiring real-world skills, they also called attention to a number of constraints that obfuscated the realisation of these design affordances in practice. These constraints were cast in terms of three binary formulations of social and cultural imperatives at play within the school: (i) ‘cool/uncool’, (ii) ‘dominant staff/compliant student’, and (iii) ‘digital learning/academic performance’. The first formulation foregrounds the social stigma of the SMC among peers and its resultant lack of positive network benefits. The second relates to students’ perception of the school culture as authoritarian and punitive with adverse effects on the very student agency required to drive the innovation. The third points to academic performance pressures in a crowded curriculum with tight timelines. Taken together, findings from both phases of the study provide the following key insights. First, students endorsed the learning affordances of contemporary digital tools such as the SMC for enhancing their current schooling practices. For the majority of students, however, these learning affordances were overshadowed by the performative demands of schooling, both social and academic. The student participants saw engagement with the SMC in-school as distinct from, even oppositional to, the conventional social and academic performance indicators of schooling, namely (i) being ‘cool’ (or at least ‘not uncool’), (ii) sufficiently ‘compliant’, and (iii) achieving good academic grades. Their reasoned response therefore, was simply to resist engagement with the digital learning innovation. Second, a small minority of students seemed dispositionally inclined to negotiate the learning affordances and performance constraints of digital learning and traditional schooling more effectively than others. These students were able to engage more frequently and meaningfully with the SMC in school. Their ability to adapt and traverse seemingly incommensurate social and institutional identities and norms is theorised as cultural agility – a dispositional construct that comprises personal innovativeness, cognitive playfulness and learning goals orientation. The logic then is ‘both and’ rather than ‘either or’ for these individuals with a capacity to accommodate both learning and performance in school, whether in terms of digital engagement and academic excellence, or successful brokerage across multiple social identities and institutional affiliations within the school. In sum, this study takes us beyond the familiar terrain of deficit discourses that tend to blame institutional conservatism, lack of resourcing and teacher resistance for low uptake of digital technologies in schools. It does so by providing an empirical base for the development of a ‘third way’ of theorising technological and pedagogical innovation in schools, one which is more informed by students as critical stakeholders and thus more relevant to the lived culture within the school, and its complex relationship to students’ lives outside of school. It is in this relationship that we find an explanation for how these individuals can, at the one time, be digital kids and analogue students.

Participation and e-democracy how to utilize web 2.0 for policy decision-making

This paper investigates in how to utilize ICT and Web 2.0 technologies and e-democracy software for policy decision-making. It introduces a cutting edge decision-making system that integrates the practice of e-petitions, e-consultation, e-rulemaking, e-voting, and proxy voting. The paper demonstrates how under precondition of direct democracy through the use this system the collective intelligence (CI) of a population would be gathered and used throughout the policy process.

Web 2.0 e a competência comunicativa em língua inglesa

O presente projeto pretende investigar as potencialidades das ferramentas Web 2.0 no desenvolvimento da competência comunicativa em língua inglesa no ensino superior. O referencial teórico que serve de sustentáculo ao estudo ancorou-se nas diretrizes emanadas pelos organismos nacionais e europeus no âmbito do Processo de Bolonha, analisando, por um lado, o papel da língua inglesa na consecução das metas de Bolonha e, por outro, os desafios ao nível pedagógico e metodológico decorrentes dos objetivos e linhas de ação traçados. Por sua vez, o Processo de Bolonha tem de ser enquadrado num vasto conjunto de mudanças de cariz económico e social, a que não são alheias as constantes inovações ao nível das Tecnologias de Informação e Comunicação, que têm gerado um ritmo acelerado de produção e disseminação da informação à escala global. Esta realidade implicou novos desafios e oportunidades, nomeadamente a criação de um contexto de aprendizagem dinâmico, potenciador de uma aprendizagem dialógica e dialética, contribuindo para um incremento de oportunidades para comunicar e agir em língua inglesa. A abordagem metodológica arquitetada caraterizou-se pela conceção e implementação de um projeto de investigação-ação ao longo de dois semestres nas unidades curriculares de Inglês II e Inglês III no curso de licenciatura em Turismo da Escola Superior de Tecnologia e Gestão do Instituto Politécnico de Viseu. Tomando como ponto de partida os resultados de aprendizagem e o tema aglutinador de cada unidade curricular, implementaram-se tarefas interacionais com recurso a ferramentas Web 2.0 (rede social, wiki, podcast) que implicaram a criação e manutenção de processos dialógicos com vista à produção de outputs colaborativos. A análise da informação recolhida aponta para um impacto marcadamente positivo da implementação de tarefas dialógicas com recurso à Web social no âmbito da aprendizagem da língua inglesa no ensino superior. Destaca-se, nomeadamente, um envolvimento ativo dos estudantes na resolução de atividades autênticas do ponto de vista situacional e interacional, a harmonização entre o estudo contextualizado da língua com a descoberta da cultura, bem como o desenvolvimento de capacidades de gestão do processo individual e colaborativo de aprendizagem.

Aplicación de las herramientas de la web 2.0 a la enseñanza de la catalogación de documentos

En este trabajo se plantea la elaboración de un proyecto de intervención que se dirige a modificar la metodología de enseñanza para el procesamiento de documentos en el ámbito de la asignatura Procesamiento de Materiales Especiales de la carrera de Bibliotecología y Ciencia de la Información que se dicta en la Facultad de Humanidades y Ciencias de la Educación. A tal efecto se plantea introducir en el entorno de enseñanza aprendizaje las herramientas de las web 2.0 aplicadas a los entornos catalográficos, que en conjunto se denomina OPAC 2.0. Esta innovación en el entorno de la mencionada asignatura supone una innovación ya que hasta el momento este tipo de metodología, si bien desarrollada en el procesamiento de documentos en el ámbito del ejercicio profesional, no ha sido incorporada en la asignatura como parte del proceso de enseñanza

Aplicación de las herramientas de la web 2.0 a la enseñanza de la catalogación de documentos

En este trabajo se plantea la elaboración de un proyecto de intervención que se dirige a modificar la metodología de enseñanza para el procesamiento de documentos en el ámbito de la asignatura Procesamiento de Materiales Especiales de la carrera de Bibliotecología y Ciencia de la Información que se dicta en la Facultad de Humanidades y Ciencias de la Educación. A tal efecto se plantea introducir en el entorno de enseñanza aprendizaje las herramientas de las web 2.0 aplicadas a los entornos catalográficos, que en conjunto se denomina OPAC 2.0. Esta innovación en el entorno de la mencionada asignatura supone una innovación ya que hasta el momento este tipo de metodología, si bien desarrollada en el procesamiento de documentos en el ámbito del ejercicio profesional, no ha sido incorporada en la asignatura como parte del proceso de enseñanza

Aplicación de las herramientas de la web 2.0 a la enseñanza de la catalogación de documentos

En este trabajo se plantea la elaboración de un proyecto de intervención que se dirige a modificar la metodología de enseñanza para el procesamiento de documentos en el ámbito de la asignatura Procesamiento de Materiales Especiales de la carrera de Bibliotecología y Ciencia de la Información que se dicta en la Facultad de Humanidades y Ciencias de la Educación. A tal efecto se plantea introducir en el entorno de enseñanza aprendizaje las herramientas de las web 2.0 aplicadas a los entornos catalográficos, que en conjunto se denomina OPAC 2.0. Esta innovación en el entorno de la mencionada asignatura supone una innovación ya que hasta el momento este tipo de metodología, si bien desarrollada en el procesamiento de documentos en el ámbito del ejercicio profesional, no ha sido incorporada en la asignatura como parte del proceso de enseñanza

Legal aspects of Web 2.0 activities : management of legal risk associated with use of YouTube, MySpace and Second Life

This Report, prepared for Smart Service Queensland (“SSQ”), addresses legal issues, areas of risk and other factors associated with activities conducted on three popular online platforms—YouTube, MySpace and Second Life (which are referred to throughout this Report as the “Platforms”). The Platforms exemplify online participatory spaces and behaviours, including blogging and networking, multimedia sharing, and immersive virtual environments.

Research adventures in Web 2.0 : encouraging collaborative local content creation through edgeX

The intersection of current arguments about the role of creative industries in economic development, online user-generated content, and the uptake of broadband in economically disadvantaged communities provides the content for this article. From 2006 to 2008 the authors carried out a research project in Ipswich, Queensland involving local creative practitioners and community groups in their development of edgeX, a Web-based platform for content uploads and social networking. The project aimed to explore issues of local identity and community building through online networking, as well as the possibilities for creating pathways from amateur to professional practice in the creative industries through the auspices of the Website. Set against the backdrop of a rapidly changing technological environment that has problematic implications for research projects aiming to build new online platforms, we present several case studies from the project to illustrate the challenges to participation experienced by people with limited access to, and literacy with, the Internet.

Becoming “Librarian 2.0” : the skills, knowledge, and attributes required by library and information science professionals in a Web 2.0 world (and beyond)

In 2005, Stephen Abram, vice president of Innovation at SirsiDynix, challenged library and information science (LIS) professionals to start becoming “librarian 2.0.” In the last few years, discussion and debate about the “core competencies” needed by librarian 2.0 have appeared in the “biblioblogosphere” (blogs written by LIS professionals). However, beyond these informal blog discussions few systematic and empirically based studies have taken place. This article will discuss a research project that fills this gap. Funded by the Australian Learning and Teaching Council, the project identifies the key skills, knowledge, and attributes required by “librarian 2.0.” Eighty-one members of the Australian LIS profession participated in a series of focus groups. Eight themes emerged as being critical to “librarian 2.0”: technology, communication, teamwork, user focus, business savvy, evidence based practice, learning and education, and personal traits. This article will provide a detailed discussion on each of these themes. The study’s findings also suggest that “librarian 2.0” is a state of mind, and that the Australian LIS profession is undergoing a significant shift in “attitude.”

Using Web 2.0 tools to facilitate knowledge transfer in complex organisational environments : a primer

An often neglected but well recognised aspect of successful engineering asset management is the achievement of co-operation and collaboration between various occupational, functional and hierarchical levels present within complex technical environments. Engineering and technical contexts have been well documented for the presence of highly cohesive groups based around around functional or role orientations. However while highly cohesive groups are potentially advantageous they are also often correlated with the emergence of knowledge and information silos based around those same functional or occupational clusters. Improved collaboration and co-operation between groups has been demonstrated to result in a number of positive outcomes at an individual, group and organisational level. Example outcomes include an increased capacity for problem solving, improved responsiveness and adaptation to organisational crises, higher morale and an increased ability to leverage workforce capability. However, an essential challenge for organisations wishing to overcome informational silos is to implement mechanisms that facilitate, encourage and sustain interactions between otherwise disconnected groups. This paper reviews the ability of Web 2.0 technologies and mobile computing devices to facilitate and encourage knowledge sharing between “silo’d” groups. Commonly available tools such as Facebook, Twitter, Blogs, Wiki’s and others will be reviewed in relation to their applicability, functionality and ease-of-use by engineering and technical personnel. The paper also documents three case examples of engineering organisations that have successfully employed Web 2.0 to achieve superior knowledge management. With a number of clear recommendations the paper is an essential starting point for any organization looking at the use of new generation technologies for achieving the significant outcomes associated with knowledge transfer.

Social network market : storytelling on a Web 2.0 original literature site

This article looks at a Chinese Web 2.0 original literature site, Qidian, in order to show the coevolution of market and non-market initiatives. The analytic framework of social network markets (Potts et al., 2008) is employed to analyse the motivations of publishing original literature works online and to understand the support mechanisms of the site, which encourage readers’ willingness to pay for user-generated content. The co-existence of socio-cultural and commercial economies and their impact on the successful business model of the site are illustrated in this case. This article extends the concept of social network markets by proposing the existence of a ripple effect of social network markets through convergence between PC and mobile internet, traditional and internet publishing, and between publishing and other cultural industries. It also examines the side effects of social network markets, and the role of market and non-market strategies in addressing the issues.