scholarly journals Design in a Virtual Innovation Ecology: A Cybernetic Systems Approach to Knowledge Creation and Design Collaboration in Second Life

2021 ◽  
Author(s):  
◽  
Peter Bryan Rive
Keyword(s):  
Tacit Knowledge ◽  
Second Life ◽  
Knowledge Creation ◽  
Global Economy ◽  
Research Question ◽  
Substantial Contribution ◽  
Future Research ◽  
Face To Face ◽  
Design Collaboration ◽  
Design Innovation

<p>Design innovation makes a substantial contribution to the global economy, however there is a challenge to modern design praxis as design teams face difficulties when it comes to collaborators who are geographically distributed and unable to easily meet face to face in a physical context. This research undertook to interpret the knowledge creation life cycle of design innovation, and adopted a second-order cybernetic approach to describe the design process in the virtual world Second Life (SL). The researcher applied a cyber-ethnographic methodology to collect a bricolage of evidence in SL including observations; interviews; blogs; surveys; and conversations ‘in-world’. The research considered three case studies of groups in SL: Sloodlers, Studio Wikiitecture, and Design 2029 – The End Game. Three models were proposed to help describe cybernetic regulation of the design innovation ecology in SL: the spectrum of fidelity; indosymbiosis; and Lessig’s four modalities of cybernetic knowledge regulation. The first two of these were developed specifically for this research. In addition, a design innovation organism or ‘inogism’ was proposed using a biological metaphor to describe the design innovation ecology in SL. The primary research question considered how Lessig’s four modes of architecture, the law, the market, and norms all interact to affect the design ecology within SL. The secondary research questions considered how tacit knowledge creation and design collaboration could be inhibited or enabled through simulated face-to-face meetings. This research describes how the virtual ecology of SL can enable tacit knowledge creation and design collaboration and therefore contribute towards improved design innovation. It also suggests future research opportunities that could assist innovative design outcomes in other virtual worlds.</p>

scholarly journals Design in a Virtual Innovation Ecology: A Cybernetic Systems Approach to Knowledge Creation and Design Collaboration in Second Life

2021 ◽  
Author(s):  
◽  
Peter Bryan Rive
Keyword(s):  
Tacit Knowledge ◽  
Second Life ◽  
Knowledge Creation ◽  
Global Economy ◽  
Research Question ◽  
Substantial Contribution ◽  
Future Research ◽  
Face To Face ◽  
Design Collaboration ◽  
Design Innovation

<p>Design innovation makes a substantial contribution to the global economy, however there is a challenge to modern design praxis as design teams face difficulties when it comes to collaborators who are geographically distributed and unable to easily meet face to face in a physical context. This research undertook to interpret the knowledge creation life cycle of design innovation, and adopted a second-order cybernetic approach to describe the design process in the virtual world Second Life (SL). The researcher applied a cyber-ethnographic methodology to collect a bricolage of evidence in SL including observations; interviews; blogs; surveys; and conversations ‘in-world’. The research considered three case studies of groups in SL: Sloodlers, Studio Wikiitecture, and Design 2029 – The End Game. Three models were proposed to help describe cybernetic regulation of the design innovation ecology in SL: the spectrum of fidelity; indosymbiosis; and Lessig’s four modalities of cybernetic knowledge regulation. The first two of these were developed specifically for this research. In addition, a design innovation organism or ‘inogism’ was proposed using a biological metaphor to describe the design innovation ecology in SL. The primary research question considered how Lessig’s four modes of architecture, the law, the market, and norms all interact to affect the design ecology within SL. The secondary research questions considered how tacit knowledge creation and design collaboration could be inhibited or enabled through simulated face-to-face meetings. This research describes how the virtual ecology of SL can enable tacit knowledge creation and design collaboration and therefore contribute towards improved design innovation. It also suggests future research opportunities that could assist innovative design outcomes in other virtual worlds.</p>

scholarly journals Bullying and Victimisation Dynamics in High School: An Exploratory Case Study

2017 ◽  
Vol 19 (1) ◽  
pp. 147-163 ◽  
Author(s):  
Lucy M. George ◽  
B. Ivan Strom
Keyword(s):  
High School ◽  
High School Teachers ◽  
Research Question ◽  
Secondary Data ◽  
Future Research ◽  
Face To Face ◽  
Exploratory Case Study ◽  
Teachers Professional Development ◽  
Cross Case Analysis

AbstractBullying is a worldwide concern and erroneous perceptions of the phenomenon could underscore unsustainable interventions. The purpose of this qualitative exploratory case study was to examine, in-depth, how some high school teachers from two schools in New Jersey perceived student bullying. The primary research question was: What perceptions do teachers have about student bullying? The main data were from face-to-face interviews with 14 teachers who answered semi-structured, open-ended questions. Secondary data originated from physical artefacts. The data analysis consisted of four phases. Inductive analysis allowed for the composition of individual cases. Cross-case analysis allowed data classification into three main areas of inquiry aligned with the three secondary research questions (a) bullying and victimisation dynamics as perceived by teachers, (b) adequacy of current interventions, and (c) adequacy of teachers’ professional development for bullying mitigation. The data unveiled inconsistencies between causes of bullying and interventions. It culminated in recommendations for leadership and suggestions for future research.

scholarly journals E-Safety in the Use of Social Networking Apps by Children, Adolescents, and Young Adults

10.28945/4136 ◽  
2018 ◽  
Vol 14 ◽  
pp. 177-190
Author(s):  
Gila Cohen Zilka
Keyword(s):  
Young Adults ◽  
Social Networking ◽  
Personal Responsibility ◽  
Research Question ◽  
Age Groups ◽  
Point Of View ◽  
Adolescents And Young Adults ◽  
External Control ◽  
Future Research ◽  
Face To Face

Aim/Purpose: Following the widespread use of social networking applications (SNAs) by children, adolescents, and young adults, this paper sought to examine the usage habits, sharing, and dangers involved from the perspective of the children, adolescents, and young adults. The research question was: What are the usage habits, sharing, drawbacks, and dangers of using SNAs from the perspective of children, adolescents, and young adults? Background: Safety has become a major issue and relates to a range of activities including online privacy, cyberbullying, exposure to violent content, exposure to content that foments exclusion and hatred, contact with strangers online, and coarse language. The present study examined the use of social networking applications (SNAs) by children, adolescents, and young adults, from their point of view. Methodology: This is a mixed-method study; 551participants from Israel completed questionnaires, and 110 respondents were also interviewed. Contribution: The study sought to examine from their point of view (a) characteristics of SNA usage; (b) the e-safety of SNA; (c) gender differences between age groups; (d) habits of use; (e) hazards and solutions; and (f) sharing with parents and parental control. Findings: Most respondents stated that cyberbullying (such as shaming) happens mainly between members of the group and it is not carried out by strangers. The study found that children’s awareness of the connection between failures of communication in the SNAs and quarrels and disputes was lower than that of adolescents and young adults. It was found that more children than adolescents and young adults believe that monitoring and external control can prevent the dangers inherent in SNAs, and that the awareness of personal responsibility increases with age. The SNAs have intensified the phenomenon of shaming, but the phenomenon is accurately documented in SNAs, unlike in face-to-face communication. Therefore, today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Recommendations for Practitioners: Efforts should be made to resolve the issue of shaming among members of the group and to explain the importance of preserving human dignity and privacy. The Internet in general and SNAs in particular are an integral part of children’s and adolescents’ life environment, so it can be said that the SNAs are part of the problem because they augment shaming. But they can also be part of the solution, because interactions are accurately documented, unlike in face-to-face communication, where it is more difficult to examine events, to remember exactly what has been said, to point out cause and effect, etc. Therefore, more than ever before, today it is possible and necessary to deal with shaming both in face-to-face and in the SNA communication, because from the point of view of youngsters, this is their natural environment, which includes smart phones, SNAs, etc. Recommendations for Researchers: The study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex e-Safety situa-tions in the use of social networking apps. Impact on Society: Today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Future Research: The study was unable to find significant differences between age groups. Fur-ther research may shed light on the subject.

scholarly journals E-Safety in the Use of Social Networking Apps by Children, Adolescents, and Young Adults

10.28945/4155 ◽  
2019 ◽  
Keyword(s):  
Young Adults ◽  
Social Networking ◽  
Personal Responsibility ◽  
Research Question ◽  
Age Groups ◽  
Point Of View ◽  
Adolescents And Young Adults ◽  
External Control ◽  
Future Research ◽  
Face To Face

[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose: Following the widespread use of social networking applications (SNAs) by children, adolescents, and young adults, this paper sought to examine the usage habits, sharing, and dangers involved from the perspective of the children, adolescents, and young adults. The research question was: What are the usage habits, sharing, drawbacks, and dangers of using SNAs from the perspective of children, adolescents, and young adults? Background: Safety has become a major issue and relates to a range of activities including online privacy, cyberbullying, exposure to violent content, exposure to content that foments exclusion and hatred, contact with strangers online, and coarse language. The present study examined the use of social networking applications (SNAs) by children, adolescents, and young adults, from their point of view. Methodology: This is a mixed-method study; 551participants from Israel completed questionnaires, and 110 respondents were also interviewed. Contribution: The study sought to examine from their point of view (a) characteristics of SNA usage; (b) the e-safety of SNA; (c) gender differences between age groups; (d) habits of use; (e) hazards and solutions; and (f) sharing with parents and parental control. Findings: Most respondents stated that cyberbullying (such as shaming) happens mainly between members of the group and it is not carried out by strangers. The study found that children’s awareness of the connection between failures of communication in the SNAs and quarrels and disputes was lower than that of adolescents and young adults. It was found that more children than adolescents and young adults believe that monitoring and external control can prevent the dangers inherent in SNAs, and that the awareness of personal responsibility increases with age. The SNAs have intensified the phenomenon of shaming, but the phenomenon is accurately documented in SNAs, unlike in face-to-face communication. Therefore, today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Recommendations for Practitioners: Efforts should be made to resolve the issue of shaming among members of the group and to explain the importance of preserving human dignity and privacy. The Internet in general and SNAs in particular are an integral part of children’s and adolescents’ life environment, so it can be said that the SNAs are part of the problem because they augment shaming. But they can also be part of the solution, because interactions are accurately documented, unlike in face-to-face communication, where it is more difficult to examine events, to remember exactly what has been said, to point out cause and effect, etc. Therefore, more than ever before, today it is possible and necessary to deal with shaming both in face-to-face and in the SNA communication, because from the point of view of youngsters, this is their natural environment, which includes smart phones, SNAs, etc. Recommendations for Researchers: The study recommends incorporating in future studies individual case studies and allowing participants to express how they perceive complex e-Safety situa-tions in the use of social networking apps. Impact on Society: Today more than ever, it is possible and necessary to deal with shaming, both in face-to-face and in SNA communication. Future Research: The study was unable to find significant differences between age groups. Fur-ther research may shed light on the subject.

scholarly journals The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers

10.28945/4502 ◽  
2020 ◽  
Author(s):  
Gila Cohen Zilka
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Research Question ◽  
Peer Feedback ◽  
Teaching Experience ◽  
Physical Distance ◽  
Point Of View ◽  
Future Research ◽  
Research Knowledge ◽  
Face To Face

Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.

Supporting the Use of Rudimentary Vocalizations

2014 ◽  
Vol 23 (3) ◽  
pp. 132-139 ◽  
Author(s):  
Lauren Zubow ◽  
Richard Hurtig
Keyword(s):  
Rett Syndrome ◽  
Visual Cues ◽  
Acoustic Analysis ◽  
Eye Gaze ◽  
Research Question ◽  
Primary Research ◽  
Multiple Modalities ◽  
Face To Face ◽  
Perceptual Judgments ◽  
The Face

Children with Rett Syndrome (RS) are reported to use multiple modalities to communicate although their intentionality is often questioned (Bartolotta, Zipp, Simpkins, & Glazewski, 2011; Hetzroni & Rubin, 2006; Sigafoos et al., 2000; Sigafoos, Woodyatt, Tuckeer, Roberts-Pennell, & Pittendreigh, 2000). This paper will present results of a study analyzing the unconventional vocalizations of a child with RS. The primary research question addresses the ability of familiar and unfamiliar listeners to interpret unconventional vocalizations as “yes” or “no” responses. This paper will also address the acoustic analysis and perceptual judgments of these vocalizations. Pre-recorded isolated vocalizations of “yes” and “no” were presented to 5 listeners (mother, father, 1 unfamiliar, and 2 familiar clinicians) and the listeners were asked to rate the vocalizations as either “yes” or “no.” The ratings were compared to the original identification made by the child's mother during the face-to-face interaction from which the samples were drawn. Findings of this study suggest, in this case, the child's vocalizations were intentional and could be interpreted by familiar and unfamiliar listeners as either “yes” or “no” without contextual or visual cues. The results suggest that communication partners should be trained to attend to eye-gaze and vocalizations to ensure the child's intended choice is accurately understood.

The Knowledge Creation Organization: The Case of Alphana

2012 ◽  
pp. 78-90
Author(s):  
Thang Nguyen Ngoc
Keyword(s):  
Competitive Advantage ◽  
Knowledge Creation ◽  
Future Research ◽  
Sustainable Competitive Advantage ◽  
Knowledge Based ◽  
The Future

Knowledge and the capability to create and utilize knowledge today are consid- ered to be the most important sources of a firm’s sustainable competitive advantage. This paper aims to advance understanding of the knowledge creation of firm in Vietnam by studying Alphanam Company. The case illustrates how knowledge- based management pursues a vision for the future based on ideals that consider the relationships of people in society. The finding shows that the case succeeded because of their flexibility and mobility to keep meeting to the changing needs of the customers or stakeholders. The paper also provided some suggestions for future research to examine knowledge-based management of the companies in a different industry segments and companies originating in other countries

The Social Consequences of Phubbing

2020 ◽  
pp. 157-174 ◽  
Author(s):  
Mariek Vanden Abeele
Keyword(s):  
Literature Review ◽  
Social Relationships ◽  
Empirical Work ◽  
Social Consequences ◽  
Future Research ◽  
Expectancy Violations ◽  
Face To Face ◽  
Comprehensive Literature Review ◽  
The Social

Recent empirical work suggests that phubbing, a term used to describe the practice of snubbing someone with a phone during a face-to-face social interaction, harms the quality of social relationships. Based on a comprehensive literature review, this chapter presents a framework that integrates three concurrent mechanisms that explain the relational impact of phubbing: expectancy violations, ostracism, and attentional conflict. Based on this framework, theoretically grounded propositions are formulated that may serve as guidelines for future research on these mechanisms, the conditions under which they operate, and a number of potential issues that need to be considered to further validate and extend the framework.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals Integration of Digital Economy and Circular Economy: Current Status and Future Directions

2021 ◽  
Vol 13 (13) ◽  
pp. 7217
Author(s):  
Zhen Liu ◽  
Jing Liu ◽  
Mohamed Osmani
Keyword(s):  
Circular Economy ◽  
Digital Technology ◽  
Global Economy ◽  
Digital Economy ◽  
Research Field ◽  
Research Progress ◽  
Current Status ◽  
Future Research ◽  
Disruptive Effect ◽  
The European Union

Circular economy (CE) is a concept actively advocated by the European Union (EU), China, Japan, and the United Kingdom. At present, CE is considered to grant the most traction for companies to achieve sustainable development. However, CE is still rarely adopted by enterprises. As the backbone of the fourth industrial revolution, the digital economy (DE) is considered to have a disruptive effect. Studies have shown that digital technology has great potential in promoting the development of CE. Especially during the COVID-19 epidemic that has severely negatively affected the global economy, environment, and society, CE and DE are receiving high attention from policy makers, practitioners, and scholars around the world. However, the integration of CE and digital technology is a small and rapidly developing research field that is still in its infancy. Although there is a large amount of research in the fields of CE and DE, respectively, there are few studies that look into integrating these two fields. Therefore, the purpose of this paper is to explore the research progress and trends of the integration of CE and DE, and provide an overview for future research. This paper adopts a bibliometric research method, employs the Web of Science database as its literature source, and uses VOSviewer visual software to carry out keyword co-occurrence analysis, which focuses on publication trends, journal sources, keyword visualization, multidisciplinary areas, life cycle stages, and application fields.

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