Clusters and Co-Laboratories

2000 ◽  
Vol 14 (6) ◽  
pp. 394-403
Author(s):  
Joe Cullen
Keyword(s):  
Organizational Learning ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Research Programme ◽  
Communication Technologies ◽  
Industrial Clusters ◽  
Economic Research ◽  
Small Companies ◽  
Knowledge Asset ◽  
Information And Communication

This paper looks at how small companies develop their knowledge asset base through ‘organizational learning’, and particularly through the development of cooperative linkages via ‘knowledge clusters’. Against this background, the author discusses the processes involved in organizational learning within industrial clusters. In the light of this discussion, he then offers a brief appraisal of the prospects for promoting collaborative learning through the use of ‘Information Society Technologies’. The paper draws on the results of two major pan-European projects – DELOS and COMPETE – both funded under the European Commission's ‘Targeted Socio-Economic Research Programme’. On the basis of the results of these projects, the author provides a typology of knowledge clusters and speculates on how information and communication technologies can promote collaborative learning in industrial clusters.

Efficacy of Organizational Learning and Social Capital in Online Communities of Practice

2018 ◽  
pp. 96-122 ◽  
Author(s):  
Serkan Gürsoy ◽  
Murat Yücelen
Keyword(s):  
Social Capital ◽  
Organizational Learning ◽  
Communities Of Practice ◽  
Knowledge Sharing ◽  
Information And Communication Technologies ◽  
Online Communities ◽  
Communication Technologies ◽  
Building Blocks ◽  
Information And Communication ◽  
Online Communities Of Practice

This chapter deals with the evolution of communities of practice by considering two key components which facilitate knowledge sharing: Organizational Learning and Social Capital. Dualities and intersections between the building blocks of these two components are investigated by discussing organizational learning in its explorative and exploitative forms, while considering social capital in its bridging and bonding forms. As a critical contemporary step of evolution, information and communication technologies are also elaborated in order to examine the impact of constant and instant tools on these facilitators of knowledge sharing. The study aims to derive proxies among these components of organizational learning and social capital in order to design an integrated framework that reflects the nature of online communities of practice.

scholarly journals Community Inquiry and Informatics: Collaborative Learning Through ICT

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Ann Peterson Bishop ◽  
Bertram C. Bruce ◽  
M. Cameron Jones
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Theory And Practice ◽  
Community Informatics ◽  
Community Based ◽  
Information And Communication

This paper presents the integration of community informatics with the theory and practice of community inquiry, describing community-based projects in which people simultaneously learn about their community and the production and use of information and communication technologies (ICTs).

In-Service Teachers' Use of ICT for the Promotion of Collaborative Professional Learning

2021 ◽  
pp. 287-301
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Professional Learning ◽  
Important Implication ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Starting Point ◽  
Information And Communication

Information and communication technologies (ICT) are often rendered as key tools in the promotion of teachers' collaborative learning. Their use enables teachers to complete assignments, solve problems, or create products together. The content of this chapter is based on the information published in a previous research study by the authors. In that study, they aimed at describing teachers' use of ICT towards collaboration from a triple perspective: what they believe (teachers' opinion), what they know (teachers' knowledge), and what they do (teachers' use). A questionnaire and interviews were the instruments to collect data. Some results pointed out that teachers used ICT to promote collaboration on a regular basis, but it is limited to the knowledge they have on particular tools, which is acknowledged to be intermediate. The most important implication for teacher education programs is considering the actual limitations of teachers' knowledge and use of ICT in practice to set a more accurate starting point to promote collaboration through technologies.

Information Technology as a Way To Support Collaborative Learning

2016 ◽  
Vol 9 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Ana García-Valcárcel ◽  
Juanjo Mena
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Mixed Method ◽  
Collaborative Work ◽  
Communication Technologies ◽  
Structured Interview ◽  
Actual Use ◽  
Teacher Training Programs ◽  
Information And Communication ◽  
Method Approach

It is often assumed that Information and Communication Technologies (ICT) encourage collaborative work by providing a set of widely accessed tools and a mutual framework for shared activities. The present study aims at determining what in-service teachers think (teachers' opinion), know (technical knowledge) and do (tactual use) about ICT to promote collaborative learning. The authors used a questionnaire and a semi-structured interview to collect data. A mixed method approach was conducted and reliability scores calculated. Main results indicate that teachers think that ICT generally facilitate collaborative work but their ICT knowledge is moderate and their actual use limited. This leads the authors to think that this progression should be remarked in the teacher training programs to accurately depict the drawbacks of teachers' collaborative learning mediated by ICT.

E-learning as a Socio-cultural System

2010 ◽  
pp. 202-218
Author(s):  
Vaiva Zuzeviciute ◽  
Edita Butrime
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Computer Supported Collaborative Learning ◽  
Cultural System ◽  
Information And Communication ◽  
E Learning ◽  
Learning Together

The chapter analyses issues concerning the nature of virtual communities and learning in the following communities. Firstly, the discussion will focus on the question whether the very existence of technology and its ever increasing influence is an object of culture. Next, the relation between different elements of the culture (including technology) from the perspective of fostering interaction and learning will be discussed. Lastly, the specificity of the socio-cultural system of information and communication technologies (further - ICT) assisted learning together with recommendations for fostering further ICT assisted learning, e-learning and computer supported collaborative learning (CSCL) will be analysed.

Secure Collaborative Learning Practices and Mobile Technology

2011 ◽  
pp. 1407-1412
Author(s):  
Hannakaisa Isomäki ◽  
Kirsi Päykkönen ◽  
Hanna Räisänen
Keyword(s):  
Collaborative Learning ◽  
Information And Communication Technologies ◽  
Mobile Technology ◽  
Personal Digital Assistant ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Technological Equipment ◽  
Laptop Computer ◽  
Learning Practices ◽  
Information And Communication

During the past few years, mobile technologies have become common in everyday life. Almost everyone carry some kind of mobile technological equipment with him or her, for example a personal digital assistant (PDA), a mobile phone, a multimedia player, such as an iPod, or a laptop computer. The use of these equipments is not limited only to workplaces, schools or homes. Particularly useful information and communication technologies (ICTs) are in educational settings. Especially wireless networks and laptop computers may promote many useful practices of collaborative learning (Cutshall, Changchit, & Elwood, 2006; Jones, Holmfeld, & Lindström, 2006).

Taiwan’s Industrial Districts and Economic Development

2020 ◽  
pp. 622-634
Author(s):  
Douglas B. Fuller
Keyword(s):  
Integrated Circuits ◽  
Information And Communication Technologies ◽  
Machine Tools ◽  
Communication Technologies ◽  
Industrial Clusters ◽  
Value Chains ◽  
Local Networks ◽  
Relational Value ◽  
Rural Industrialization ◽  
Information And Communication

This chapter considers the development of four important Taiwanese industrial clusters: bicycles, machine tools, integrated circuits (ICs), and information and communication technologies (ICT) hardware. Three of these clusters grew out of the networked production of Taiwan’s rural industrialization process. The exception was the IC industry, which was created by the state in light of private capital’s reluctance to invest. While the IC industry did not originate out of local networks of industrial production, it did draw on networks of Taiwanese technologists abroad to develop. All four industries shared the common feature of state-supported institutions to diffuse technology to local firms. The industrial clusters that have proved sustainable are either characterized by relational value chains supported by government technical institutions (bicycles and machine tools) or modular value chains where Taiwan was able to enter high-value segments early in its cluster development.

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