Socio-technical Learning Research Articles

Embracing Levin’s Legacy: Advancing Socio-Technical Learning and Development in Human-Robot Team Design Through STS Approaches

AbstractThis paper investigates the synergy between Levin’s theories on technology transfer as a socio-technical learning and developmental process (TLD process), and what we learnt about socio-technical systems (STS) theories in a case study developing human robot solutions for the construction sector. Levin’s extensive work highlights the significance of technology transfer as a means for organizational development. His TLD process emphasizes the intricate interplay between technology, organizational change, and learning and highlights the importance of incorporating cultural knowledge and skills into the technological transfer process. Contemporary STS views developed through our own work are introduced to complement and extend Levin’s theories by providing a systemic lens to understand the broader socio-technical context in which technology transfer occurs. To illustrate the synergies and potential challenges from Levin’s theories of technology transfer with contemporary STS concepts, we use a qualitative study of a unique case about the design and development of human-robot teams (HRTs) for construction tasks. Our findings reveal that while Levin’s theories provide a valuable foundation for understanding technology transfer and organizational change, contemporary socio-technical systems face unique challenges in the context of AI-driven human-robot teams, where intelligent robots also contribute to the socio-technical learning process. Moreover, the rapidly evolving nature of technology and innovations could exponentially impact on multidisciplinary design teams, stakeholder participation and inter-organizational dynamics. The discussions suggest an extension of co-generative learning to incorporate ‘collaborative intelligence’ between human-robot teams enabled by artificial intelligence (AI). Consequently, we suggest that Levin’s theories of technology transfer, developed before the rapid application of AI, may not have fully considered further social challenges caused by the introduction of autonomous systems such as AI-driven HRT systems. We extend Levin’s important work by suggesting that addressing such challenges requires ongoing dialogue and collaboration among researchers, practitioners, and policymakers with different disciplinary backgrounds to develop robust and reliable socio-technical systems frameworks to navigate the complexities of robotics and AI in today’s rapidly evolving technological landscape.

Learning interactions with socio-technical systems : Ageragogical perspective on the importance of interactions and relationships in learning processes with older people

The approach of socio-technical systems (STS) for asuccessful life in old age focuses on the combination of technical and sociocultural factors in one. Technological systems have long since ceased to be limited to simple functions; instead, they enable customizable applications, interactive use combined with complex communication and action strands. The associated interactions with the technical system suggest aperspective on interactions and relationships. Research results show that individualizable functions of STSs are rated positively in terms of acceptance and use by older people. From ageragogical perspective, questions arise regarding the appropriation of older people and the design of learning processes (socio-technical learning arrangements). Arelational view of learning and educational processes relating to the appropriation and acquisition of competences for designing and using STS in real-world situations is developed based on aformative qualitative research design of the "RUBYDemenz" project. In particular, data/results from interviews with voluntary learning facilitators, professional practice facilitators, focus groups and research workshops are utilized. Empirical findings can be used to develop starting points for educational and learning processes to expand competences in the context of technology use. Approaches to education, training and further training follow on from this as does the question of whether the research/development process itself must be designed as alearning process in which all participants are involved as learners, with the aim of achieving the best possible fit between the technical solutions and the intended areas of application in real-world situations.

Sociotechnical Undergraduate Education for the Future of Natural Resource Production

The greatest challenges for contemporary and future natural resource production are sociotechnical by nature, from public perceptions of mining to responsible mineral supply chains. The term sociotechnical signals that engineered systems have inherent social dimensions that require careful analysis. Sociotechnical thinking is a prerequisite for understanding and promoting social justice and sustainability through one’s professional practices. This article investigates whether and how two different projects enhanced sociotechnical learning in mining and petroleum engineering students. Assessment surveys suggest that most students ended the projects with greater appreciation for sociotechnical perspectives on the interconnection of engineering and corporate social responsibility (CSR). This suggests that undergraduate engineering education can be a generative place to prepare future professionals to see how engineering can promote social and environmental wellbeing. Comparing the different groups of students points to the power of authentic learning experiences with industry engineers and interdisciplinary teaching by faculty.

Introducing an ecologically-based pest management approach in Cambodia through adaptive learning networks

How can we reach farmers with ecologically-based Integrated Pest Management (IPM) while creating a supportive context for adoption by farmers and relevant stakeholders? We assessed a new method – Adaptive Learning Networks – from reflections of varied stakeholders, farmer diaries and survey data procured in 2016 and 2019. This method is different from current IPM approaches, in that an explicit focus of learning was on engaging other stakeholders to enable adoption by farmers. For example, access to IPM products, providing new services and creating new policies were intrinsically part of the learning process, alongside learning on-farm IPM techniques. The main consideration is to ease farmers from being locked into the practice of pesticide reliance. The method facilitated multi-stakeholder learning that led to an adaptation of the IPM tools and techniques in the case examined. The priority of this new method was socio-technical learning, wherein varied stakeholders modify interactions, incentives and arrangements relating to pest management. Comparing 2016 and 2019 data, there was a significant reduction in insecticide, herbicide, and rodenticide applications. The observed outcomes indicate the potential to enable a wider spread of IPM technologies.

Geographies of COVID‐19

Geographies of COVID‐19

Theorising With Sociomateriality: Interdisciplinary Collaboration in Socio-Technical Learning Environments

In this paper, we explore the possibilities offered by sociomateriality for academics to engage with complex learning environments. The focus is on a longitudinal design-based research (DBR) study that includes an interdisciplinary, collaborative student project between Information Systems (IS) and Urban Planning (URP) from two different higher education institutions in Cape Town, South Africa. In the project, student groups collaborate to find potential digital innovations for sustainability challenges in their local communities. The aim is to position the student as an active community member with intimate knowledge of local sustainability challenges, and to develop social digital innovations for the benefit of local communities. We apply sociomateriality as a theoretical lens to rethink socio-technical learning environments and propose four pedagogical propositions of relationality, reflexivity, responsiveness, and recognition to guide the pedagogical decision-making when designing complex learning environments. We conclude the paper by mapping student reflections and experiences to the four pedagogical propositions to illustrate how the theoretical sociomaterial elements translate into the learning environment.

Theorising With Sociomateriality: Interdisciplinary Collaboration in Socio-Technical Learning Environments

In this paper, we explore the possibilities offered by sociomateriality for academics to engage with complex learning environments. The focus is on a longitudinal design-based research (DBR) study that includes an interdisciplinary, collaborative student project between Information Systems (IS) and Urban Planning (URP) from two different higher education institutions in Cape Town, South Africa. In the project, student groups collaborate to find potential digital innovations for sustainability challenges in their local communities. The aim is to position the student as an active community member with intimate knowledge of local sustainability challenges, and to develop social digital innovations for the benefit of local communities. We apply sociomateriality as a theoretical lens to rethink socio-technical learning environments and propose four pedagogical propositions of relationality, reflexivity, responsiveness, and recognition to guide the pedagogical decision-making when designing complex learning environments. We conclude the paper by mapping student reflections and experiences to the four pedagogical propositions to illustrate how the theoretical sociomaterial elements translate into the learning environment.

Taking energy democracy to the streets: Socio-technical learning, institutional dynamism, and integration in South African community energy projects

Energy governance is at a critical juncture: facing unavoidable change and also potentially restructuring the energy regime towards greater social justice, equity, and innovation. Energy democracy is a novel form of energy governance and an emergent social movement; as a concept, it may prove to be instrumental for assessing socio-technical energy transition pathways towards the goals of democracy and decentralisation. This paper considers four possible energy transition pathways towards energy democracy by analysing two ‘socio-technical experiments’ in South Africa. These ‘experiments’ are both community-based renewable energy projects: a mini-grid pilot project by the state-owned energy utility (Lynedoch EcoVillage), and an off-grid solar utility using solar home systems by a social enterprise (the iShack project). Certain challenges were unique to each case – Lynedoch’s primarily related to system design, while iShack’s were the result of dynamic real-world conditions – yet both struggled with battery management systems, institutional disconnect, bureaucratic obstacles, and growing pains towards community cohesion. We argue for an expanded understanding of the four pathways to possible energy futures, taking into consideration the lessons and opportunities arising from these experiments, particularly regarding the advancement of technological innovation and the corresponding impacts at the neighbourhood level. Although the two socio-technical experiments discussed in this paper are micro-level interventions in South Africa, they contribute to the broader debate on sub-Saharan African energy democracy.

Measuring the amorphous: Substantive and methodological outcomes from concept maps

AbstractBackgroundAccreditation organizations broadened program assessment criteria in ways that present challenges for the evaluation of learning outcomes. This is especially the case in courses where there are not narrowly defined questions or definitive solutions, such as engineering ethics. While protocols for learning assessment exist, there is limited research exploring sociotechnical learning outcomes in a manner that combines theoretical, empirical, and procedural aspects of assessment.Purpose/HypothesisThis paper shares 3 years of research into the effectiveness of concept maps as an assessment tool for engineering students in courses that prioritize professional skills development and sociotechnical thinking. We show that concept maps can offer evidence of knowledge formation and learning outcomes associated with courses that introduce complex problems with multiple possible interpretations or viable solutions.Design/MethodA concept mapping activity was completed by 614 undergraduate engineering students at the start and end of three different courses to evaluate sociotechnical thinking. Student‐level longitudinal changes were evaluated using paired t tests and simple linear regression. The concept mapping activity was improved iteratively in response to pilot tests and focus groups.ResultsUndergraduate engineers demonstrated greater complexity in the representation of sociotechnical relationships as observed in the structure and content of the concept maps. The methodological results offer lessons about the administration and analysis of concept maps often excluded from conversations on course and curriculum level assessment.ConclusionsConcept maps offer insights into student learning outcomes, and they can be deployed and analyzed with minimal resources. However, assessments must be carefully designed to account for administrative and analytical challenges.

Information communication technology learning through the broadband learning center to build ‘Smart Community’

This research identifies the implementation of the Broadband Learning Center (BLC) program of the Surabaya government as a facility for community learning on Information Communication Technology (ICT). BLC is one of the crucial developments in building Smart Community as the main actor in Surabaya Smart City establishment. In the Surabaya context, BLC is one of the foundations in establishing a smart city which is an integration of three main dimensions, namely BLC as ICT facilities, community as the actor in smart city development, and the Surabaya government. The study applied a qualitative method with a descriptive research type — data collected through in-depth interviews, observations, and documentation studies. Interviews were conducted to 22 informants, which consisted of one BLC coordinator in government institution, one representation of BLC coordinator from community, and eight facilitators in five parts of the city areas which provided BLC facilities, and 12 representations of community groups as the users that consisted of adolescent and youth, women, and senior community. The observation was being held in BLC spots, while community learning activities occurred. The BLC remarkably facilitates community learning and education in dealing with ICT. The study indicates that the program performs ICT community learning which establishes community ability to understand and to use information from digital sources. However, it has been challenged by the conception of digital literation in boosting smart community active participation, which should enable the community to connect and interact with, also utilize the information. A socio-technical learning approach can be pertinently implemented by linking social and technological factors in order to fit the learning process and targeted community and also widen its opportunity in achieving smart community sustainability.

Sustainable Mobility Scenarios in Southern Switzerland: Insights from Early Adopters of Electric Vehicles and Mainstream Consumers

The transition towards electric mobility is increasingly acknowledged as one of the most beneficial strategies for the reduction of air pollution and noise in urban areas, for climate protection at the worldwide level and for direct integration with smart electric grids. Moreover, it may act as a leverage to promote a wider transition towards more sustainable mobility patterns.We investigated this phenomenon in the e-mobiliTI living lab, a socio-technical learning process held in Southern Switzerland between 2012 and 2015. We involved eleven early adopters of electric vehicles and sixteen mainstream consumers, all living in the Lugano area, which is the main urban conurbation of the Italian-speaking part of Switzerland. In Spring 2013 a first three-months smartphone-based monitoring phase allowed us to identify their reference mobility patterns. In Spring 2014, during a second three-months monitoring phase, they experienced new mobility options (electric cars and bicycles, public transport season tickets and car and bike-sharing subscriptions) in their complex, real-world settings. Results gathered show high potential for substitution between conventional and electric cars, even if range autonomy and investment costs are still significant barriers. Nevertheless, the supposed wider transformation of mobility patterns did not occur and the car maintained its dominance.The e-mobiliTI living lab experiment allowed the collection of bottom-up, user-centered perceptions on the strengths and weaknesses of the mobility options being tested. This process allowed us to highlight the reasons for the lack of attractiveness of the means of transport other than the (private) car and to outline scenarios and policy recommendations for local and regional authorities.

What happens between technico-institutional support and adoption of organic farming? A case study from Benin

Current debate about organic farming emphasizes on the sustainability of farming systems, rural livelihood, and food quality on the technical and economic factors influencing the conversion to organic farming. The paper aims at describing the psychosocial adoption factors associated with institutional and technical support systems set up for the promotion of organic farming, based on a case study in Benin. We carried out this study in Djidja District in South Benin. We conducted semi-structured interviews with two leaders and five agricultural advisers from the Benin Organisation for Promoting Organic Agriculture and structured interviews with 100 farmers selected randomly among 255 organic farmers, 50 non-adopters to record why they did not adopt organic farming, and 25 farmers who reverted to conventional farming to understand their rationales. We used descriptive statistics and correlation for quantitative data analysis and discourse analysis for qualitative data analysis. We found that important factors that affected the adoption of organic farming were their perceptions of the characteristics of the technology, the economic factors, the institutional support for socio-technical learning networks, and the credit gained by the nongovernmental organization promoting organic farming. Farmers' needs for technical competence, social relatedness, and farm income safety acted as psychosocial mediators between the technical and institutional supports and their motivation to convert to organic farming. Alongside their technical abilities, the capacity of agricultural advisers to cope with psychosocial factors associated with the institutional support systems appears to be crucial in motivating farmers to adopt innovation.

Learning pathways for energy supply technologies: Bridging between innovation studies and learning rates

Understanding and supporting learning for different emerging low carbon energy supply technology fields is a key issue for policymakers, investors and researchers. A range of contrasting analytical approaches are available: energy system modelling using learning rates provides abstracted, quantitative and output oriented accounts, while innovation studies research offers contextualised, qualitative and process oriented accounts. Drawing on research literature and expert consultation on learning for several different emerging energy supply technologies, this paper introduces a ‘learning pathways’ matrix to help bridge between the rich contextualisation of innovation studies and the systematic comparability of learning rates. The learning pathways matrix characterises technology fields by their relative orientation to radical or incremental innovation, and to concentrated or distributed organisation. A number of archetypal learning pathways are outlined to help learning rates analyses draw on innovation studies research, so as to better acknowledge the different niche origins and learning dynamics of emerging energy supply technologies. Finally, a future research agenda is outlined, based on socio-technical learning scenarios for accelerated energy innovation.

Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning

Connectivism offers a theory of learning for the digital age that is usually understood as contrasting with traditional behaviourist, cognitivist, and constructivist approaches. This article will provide an original and significant development of this theory through arguing and demonstrating how it can benefit from social constructivist perspectives and a focus on dialogue. Similarly, I argue that we need to ask whether networked social media is, essentially, a new landscape for dialogue and therefore should be conceived and investigated based on this premise, through considering dialogue as the primary means to develop and exploit connections for learning. A key lever in this argument is the increasingly important requirement for greater criticality on the Internet in relation to our assessment and development of connections with people and resources. The open, participative, and social web actually requires a greater emphasis on higher order cognitive and social competencies that are realised predominantly through dialogue and discourse. Or, as Siemens (2004) implies, in his call to rethink the fundamental precepts of learning, we need to shift our focus to promoting core evaluative skills for flexible learning that will, for example, allow us to actuate the knowledge we need at the point that we need it. A corollary of this is the need to reorient educational experiences to ensure that we develop in our learners the ability “to think, reason, and analyse.” In considering how we can achieve these aims this article will review the principles of connectivism from a dialogue perspective; propose some social constructivist approaches, based on dialectic and dialogic dimensions of dialogue, which can act as levers in realising connectivist learning dialogue; demonstrate how dialogue games can link the discussed theories to the design and performance of networked dialogue processes; and consider the broader implications of this work for designing and delivering sociotechnical learning.

Technology transfer as a learning and developmental process: an analysis of Norwegian programmes on technology transfer

This paper focuses on understanding technology transfer. The point of departure is to construct a model for transfer of technology based on organizational theory. The model identifies the transfer as a socio-technical learning and developmental process (TLD process). Technology is understood as a social construction where human choice and values determine the outcome. A successful transfer of new technology depends on a socio-technical change process, where the success is reached when the local company profitably integrates technology in its day-to-day operation. The TLD model is used as the basis for an empirical analysis of Norwegian programmes on technology transfer. This work is introduced by giving an overview of the literature evaluating the programmes. This literature, strongly influenced by qualitative methodology, does not give much insight into the basic elements of the TLD process. Therefore, the next step in the research is to investigate the models for the programmes in operation. The main conclusion is that no programme design is consciousiy based on understanding technology transfer as a socio-technical learning and developmental process. Firstly, technology is usually considered as a material artefact and not as a carrier of knowledge and cultural values. Secondiy, the traditional developmental model is bureaucratic and top-down. The intention is to furnish companies with technology and not to let the potential use of new technology be integrated into a planned learning and developmental process. The key point in this paper is to advocate that policymakers and managers of technology transfer programmes redesign their programmes to incorporate the important and necessary learning and developmental processes. If this is taken seriousiy, it will be possible to take full advantage of technology transfer as an important element in technology policy.