Collaborative Knowledge Development Research Articles

Interweaving Narratives of Lived Experience in Mental Health Social Work Curriculum

ABSTRACT This study explored the metacurriculum of an undergraduate mental health social work subject that was developed and delivered collaboratively by lived experience and social work academics in a regional Australian university. Metacurriculum refers to implicit messages about how students learn how to learn that is, the ontological and epistemological positioning of curriculum. In this subject, students were invited to reflect on multiple, diverse, lived-experience narratives of mental distress as they developed their understanding of mental health social work practice. Using cooperative inquiry, we collectively critically reflected on the experience of teaching and learning with this curriculum. Coresearchers included a student who had completed the subject; a mental health social work practitioner/tutor, a social work academic, and a lived-experience academic who coproduced the subject material; and mental health academics acting as critical friends. Findings revealed engaging with lived-experience narratives was experienced as generating compassion for all humanity; challenging stigma by sharing the responsibility of positioning; and enabling critically reflexive dialogue. We concluded that diverse, lived-experience narratives can be incorporated to enact metacurriculum that aligns social work teaching and learning with emerging transformative approaches to mental health. IMPLICATIONS Incorporating diverse narratives of mental distress into curriculum can highlight the operation of intersectionality and privilege. Engaging with multiple narratives of mental distress undermines the binary construction of “them” and “us”. Metacurriculum enacting inclusive, collaborative knowledge development aligns teaching and learning with transformative mental health.

Responsible management practices in Bangladesh

This study aims to impact the responsible management practices of factories in the Ready-Made Garment (RMG) sector in Bangladesh. Collaborative research with our main partner - the BGMEA University for Fashion and Technology (BUFT) - on responsible management has contributed to the embedding of ethical practices in the RMG sector. More specifically, in a first stage of this program, the collaborative knowledge development is ingrained in the degree and executive education programs of BUFT - impacting about a quarter of the professionals entering the RMG sector in Bangladesh - and has informed the practices and policies of professional bodies, such as BGMEA in Bangladesh, MODINT in the Netherlands and the International Apparel Federation (IAF). Furthermore, in a second stage of this program, research on sustainability hot spots in the RMG value chain has influenced decision-making of the European Committee in relation to their sustainability policies. It substantially advanced the understanding of how European non-development policies and regulations aimed at private and public market actors contribute to or undermine sustainable development policies. The project delivered practical tools and innovative regulatory reform proposals with substantial potential for greater policy-coherence for development, thereby contributing to an integral approach focusing on a shift towards responsibility.

Knowledge development, technology and quality of experience in collaborative learning: a perspective from Saudi Arabia universities

Technology has recently gained relevance within collaborative learning environments to provide robustness, agility and flexibility. Several recent studies have investigated the role of technology, as well as researchers have defined different metrics to assess learning outcomes and experience along the collaborative knowledge development process. More recently, technology has played a key role to face the new challenges related to COVID-19, which forced to move on remote or hybrid learning. This research focuses on the quality of learning experience in terms of academic performance and perceived satisfaction. From a methodological point of view, a conceptual framework has been proposed and a quantitative study has been conducted among undergraduate and postgraduate students that are undertaking programs related to System Design in Saudi Arabia universities. 152 responses have been collected through an online survey and analysed using SPSS and SmartPLS. Results show a positive impact of technology along the collaborative knowledge development process and a strong correlation among the different quality of learning experience parameters considered. Indeed, despite some challenges, an integrated use of technology seems to properly support the most pressing needs in terms of quality experience, while the well-known social/educational issues related to the COVID-19 pandemic are not object of this study. Those findings are expected to contribute to the Saudi Arabia’s vision 2030 and, more holistically, to the assessment of collaborative learning environments that extensively rely on technology.

Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students’ Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams’ divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools’ remaining insufficient provision of digital infrastructure for learning activities in blended learning environments.

Sustainable urban systems: Co-design and framing for transformation

Rapid urbanisation generates risks and opportunities for sustainable development. Urban policy and decision makers are challenged by the complexity of cities as social–ecological–technical systems. Consequently there is an increasing need for collaborative knowledge development that supports a whole-of-system view, and transformational change at multiple scales. Such holistic urban approaches are rare in practice. A co-design process involving researchers, practitioners and other stakeholders, has progressed such an approach in the Australian context, aiming to also contribute to international knowledge development and sharing. This process has generated three outputs: (1) a shared framework to support more systematic knowledge development and use, (2) identification of barriers that create a gap between stated urban goals and actual practice, and (3) identification of strategic focal areas to address this gap. Developing integrated strategies at broader urban scales is seen as the most pressing need. The knowledge framework adopts a systems perspective that incorporates the many urban trade-offs and synergies revealed by a systems view. Broader implications are drawn for policy and decision makers, for researchers and for a shared forward agenda.

Local Governments in Multilevel Systems

In this article, the local government (LG) administrative implications of the movement from government to governance, involving multiple ties and externalized services operations, are examined from a cross-national perspective. Derived from a series of studies of LGs in multilevel systems, this article examines key patterns of cross-agency administration. First, administrative intergovernmental relations (IGR) are defined. Then common trends in local governments in their IGR arenas are identified. Next, changing managerial paradigms in outward as well as inward directions are introduced. Then a series of managerial challenges, including system development, IGR politics, collaborative knowledge development, network management, and interoperability are introduced. A research agenda for multilevel system local governments in IGR in the governance era concludes the article.

Spatial support of knowledge production in higher education

This paper explores the impact of the physical and social dimensions of the work environment on satisfaction and perceived productivity of knowledge workers in Dutch universities of applied sciences. The approach took the form of a literature review, multiple case study of six research centres using interviews and logbook analysis, and web-based survey (N=188). Optimally facilitating knowledge production requires both space for concentration (to support internalisation of knowledge) and space for interaction (to support externalisation of knowledge). None of the work environments involved in the study adequately supported all the phases of knowledge development adequately. Cellular offices with personal desks are preferred for solo work and, whereas new workplace designs with a focus on the office as a meeting place support interaction and collaboration. Spatial layout and interaction have a stronger impact than comfort and absence of distraction. The spatial layout should support both in-depth concentration and communication, fit the internalisation/externalisation ratio of activities, and accommodate the proximity essential for collaborative knowledge development. Being able to choose is the key to success. In terms of research limitations, knowledge workers’ productivity was measured by self-­assessment, but only a limited number of diaries were collected. The lessons learned can be used as inputs to decision-making processes regarding the design, implementation and management of working environments in higher education settings. Few studies have been conducted concerning the spatial preferences and needs of knowledge workers in universities of applied sciences. The results show that the physical dimension (comfort and layout) is more important for collective productivity, whereas individual productivity is more strongly influenced by the social dimension (interaction and distraction).

Learning for sustainable regional development: towards learning networks 2.0?

In learning networks for sustainable development, partnerships of actors aim at sustainable, innovative solutions through knowledge sharing or collaborative knowledge development. Joint learning in these networks takes place through a variety of communicative interactions with learning outcomes at the individual level as well as the group level. According to learning technologists there is great potential in the application of social ‘Web 2.0’ software to support the interactions in learning networks, resulting in more effective ‘learning networks 2.0’. This article presents a first exploration of the potential of social network software to support learning networks for sustainable development. A design-based approach to this novel area of study was followed, with the aim to identify opportunities, constraints and challenges for further research and development. The approach comprised of the development of a functional and technical design of a social network platform in constant interaction with prospective users and testing of a prototype in two small-scale, but real-life pilots. The results indicate that supporting learning for sustainable development with social network software is technically feasible and can be functionally effective. However, it appears that designers of social software support for such learning networks are also faced with fundamental tensions, which concern the degree of mixing private and professional life, learning networks and social networks, face-to-face and virtual interactions, top–down and bottom–up control, hierarchical and emergent structure. To deal with these tensions, we recommend to design dedicated, tailor-made social software-based platforms for specific learning networks, with a varying and flexible degree of social network features, depending on the needs and preferences of the users and how these evolve in time.

A nursing informatics research agenda for 2008–18: Contextual influences and key components

The context for nursing informatics research has changed significantly since the National Institute of Nursing Research-funded Nursing Informatics Research Agenda was published in 1993 and the Delphi study of nursing informatics research priorities reported a decade ago. The authors focus on 3 specific aspects of context—genomic health care, shifting research paradigms, and social (Web 2.0) technologies—that must be considered in formulating a nursing informatics research agenda. These influences are illustrated using the significant issue of healthcare associated infections (HAI). A nursing informatics research agenda for 2008–18 must expand users of interest to include interdisciplinary researchers; build upon the knowledge gained in nursing concept representation to address genomic and environmental data; guide the reengineering of nursing practice; harness new technologies to empower patients and their caregivers for collaborative knowledge development; develop user-configurable software approaches that support complex data visualization, analysis, and predictive modeling; facilitate the development of middle-range nursing informatics theories; and encourage innovative evaluation methodologies that attend to human-computer interface factors and organizational context.

The Usage Characteristics of Twitter in the Learning Process

Introduction Information and Communication Technologies (ICT) available today enable educators, more than ever, to extend learning processes through a variety of tools, called Web 2.0 tools. These tools allow the use of the internet not only as a repository for information but as a means for creating, sharing and consuming information and knowledge. Many studies indicate the potential educational advancement which is inherent in a combination of tools such as Wiki, Blog, and Podcast for creation of collaborative knowledge in the teaching and learning processes (Clark, Logan, Mee, & Oliver, 2009; Zang, 2009). Prensky (2008) emphasized that the challenge is not only diversification and enrichment of teaching by visual and demonstrative means that increase motivation among the students, but a combination of tools that allow students to actively participate in the use of means for learning management and mentoring in order to facilitate the teacher in producing products and sharing them with the learning community. Twitter is one of the Web 2.0 tools, which allows for the sharing of messages. Twitter users are able to post direct and indirect updates. Direct posts (personal messages) are used when a user aims her update to a specific person, whereas indirect updates (public messages) are used when the update is meant for anyone that cares to read it. Even though direct updates are used to communicate directly with a specific person, they are public and anyone can see them. Often times two or more users will have conversations by posting updates directed to each other (Huberman, Romero, & Wu, 2008). The Twitter community is divided into Followers--the participants who choose to follow someone or a group- and Following--the user that you choose to follow and read his or her messages. The uniqueness of Twitter--the micro blogging and social networking platform most amenable to ongoing, public dialogue--is expressed in the combination of four characteristics: the length of message is limited to 140 characters and is called a tweet; the message is public, because reading it is not conditional upon author approval; the distribution of the message depends on the interest aroused among a group of followers; and the message transmission can be synchronous or asynchronous through mobile devices or stationary computers (O'Reilly & Milstein, 2009). This study deals with the potential of Twitter as a teaching-supporting tool in face to face (F2F) learning. During the research, short text messaging, including media files, was tested and determined to assist not only the personal-business, but also to create a leap in pedagogical-management learning. The study examines how and to what extent the teacher and the students utilize the proposed technology to answer educational questions and for information sharing (pedagogical use); as support and encouragement for group members (the followers); and for the transfer of memorandums and messages (management use). In addition, this study examines the technical difficulties in implementing this new technology in a learning environment. The uniqueness and importance of this research is in the age group on which it focuses, an age group that has not yet been examined (aged 14-15--ninth grade, N=20); furthermore, data was analyzed by decoding tweets, grouping tweets into various pedagogical and social uses, and exploring the technical difficulties that arise as a result of using Twitter. In addition, several communication characteristics that have not yet been analyzed regarding Twitter as an educational tool are included in the research. Background Web 2.0 is both a platform on which innovative technologies have been built and a space where users are as important as the content they upload and share with others. Web 2.0 includes social networks, such as MySpace and Facebook; media sharing, such as YouTube and Flickr; social bookmarking, such as Delicious; collaborative knowledge development through wikis (e. …

Go abroad or have strangers visit? On organizational search spaces and local linkages

This article explores the role of multinational enterprise groups in linking geographically bounded innovation collaboration networks to external sources of information. To investigate if the information content of the corporate network of affiliates increases with internationalization, we distinguish first between uninational and multinational networks. We then compare affiliation with MNE networks headquartered within the focal economy to affiliation with networks which are controlled from outside. Using Norwegian firm level innovation survey data, we find that the former is associated with the highest likelihood that affiliates combine local collaborative knowledge development outside the corporate network, and innovation search within it.

A nursing informatics research agenda for 2008–18: Contextual influences and key components

The context for nursing informatics research has changed significantly since the National Institute of Nursing Research-funded Nursing Informatics Research Agenda was published in 1993 and the Delphi study of nursing informatics research priorities reported a decade ago. The authors focus on 3 specific aspects of context--genomic health care, shifting research paradigms, and social (Web 2.0) technologies--that must be considered in formulating a nursing informatics research agenda. These influences are illustrated using the significant issue of healthcare associated infections (HAI). A nursing informatics research agenda for 2008-18 must expand users of interest to include interdisciplinary researchers; build upon the knowledge gained in nursing concept representation to address genomic and environmental data; guide the reengineering of nursing practice; harness new technologies to empower patients and their caregivers for collaborative knowledge development; develop user-configurable software approaches that support complex data visualization, analysis, and predictive modeling; facilitate the development of middle-range nursing informatics theories; and encourage innovative evaluation methodologies that attend to human-computer interface factors and organizational context.

Combining interaction and context design to support collaborative argumentation using a tool for synchronous CMC

Abstract Empirical studies and theory suggest that educational dialogue can be used to support learners in the development of reasoning, critical thinking and argumentation. This paper presents an educational design for synchronous online peer discussion that guides student dialogue in ways that lead to improved argumentation and collaborative knowledge development. This design includes a mediating interface – or tool, linked to a broader set of online educational activities – a designed local context, where the latter aims to provide conditions that support argumentation. The approach is based on collaborative working and dialogue game approaches to discussion. Preliminary findings with UK Open University students showed the argumentation process was more coherent, varied, deeper and extended when using our interaction design compared with the use of a simple unstructured interface.

Team Building as a Foundation for Knowledge Management: Findings from Research into Social Learning in the Australian Defence Organisation

This paper describes findings from a four-year research study which used a mixture of qualitative and quantitative research methods to identify factors that facilitate social learning and collaborative knowledge development. Social learning includes those factors which enable transmission of knowledge and practice and which foster generative learning. This paper's specific focus is on the facilitators of team building that support knowledge sharing and knowledge development.

Knowledge management, response ability, and the agile enterprise

This paper defines the agile enterprise as one which is able to both manage and apply knowledge effectively, and suggests that value from either capability is impeded if they are not in balance. It looks at the application of knowledge as requiring a change, and overviews a body of analytical work on change proficiency in business systems and processes. It looks at knowledge management as a strategic portfolio management responsibility based on learning functionality, and shares knowledge and experience in organizational collaborative learning mechanisms. It introduces the concept of plug‐compatible knowledge packaging as a means for increasing the velocity of knowledge diffusion and the likelihood of knowledge understood at the depth of insight. Finally, it reviews a knowledge portfolio management and collaborative knowledge development architecture used successfully in a sizable cross‐industry informal‐consortia activity, and suggests that it is a good model for a corporate university architecture.