The multi-actor approach in thematic networks for agriculture and forestry innovation

The co-creation and sharing of knowledge among different types of actors with complementary expertise is known as the Multi-Actor Approach (MAA). This paper presents how Horizon2020 Thematic-Networks (TNs) deal with the MAA and put forward best practices during the different project phases, based on the results of a desktop study, interviews, surveys and expert workshops. The study shows that not all types of actors are equally involved in TN consortia and participatory activities, meaning TNs might be not sufficiently demand-driven and the uptake of the results is not optimal. Facilitators are key to contributing to the relationships and the mutual understanding between different actors. Moreover, a user-friendly digital knowledge platform linked to demonstration activities and peer-to-peer exchange can improve the sharing of knowledge, enhancing impact in agricultural and forestry innovation in the longer term.

Employees’ Relational Work on Social Media

Given how social media are commonly used in contemporary Nordic countries, social media platforms are emerging as crucial for relational work between employers, employees, and potential employees. By means of a discursive psychology approach, this study investigates employers’ constructs of relational work on social media through the use of two interpretative repertoires: the repertoire of loss of control and the repertoire of ever-presence. The consequences of these interpretative repertoires are a masking of power relations, especially between employers and young employees in precarious labor market positions and those with limited digital knowledge or financial means. Further, the positioning of social media as part of a private sphere of life means the invasion of not only employees’, but also managers’ private time and persona. The result of this study hence calls for the need to understand relational work on social media as part of normative managerial work.

Citation needed? Wikipedia bibliometrics during the first wave of the COVID-19 pandemic

Background With the COVID-19 pandemic’s outbreak, millions flocked to Wikipedia for updated information. Amid growing concerns regarding an “infodemic,” ensuring the quality of information is a crucial vector of public health. Investigating whether and how Wikipedia remained up to date and in line with science is key to formulating strategies to counter misinformation. Using citation analyses, we asked which sources informed Wikipedia’s COVID-19–related articles before and during the pandemic’s first wave (January–May 2020). Results We found that coronavirus-related articles referenced trusted media outlets and high-quality academic sources. Regarding academic sources, Wikipedia was found to be highly selective in terms of what science was cited. Moreover, despite a surge in COVID-19 preprints, Wikipedia had a clear preference for open-access studies published in respected journals and made little use of preprints. Building a timeline of English-language COVID-19 articles from 2001–2020 revealed a nuanced trade-off between quality and timeliness. It further showed how pre-existing articles on key topics related to the virus created a framework for integrating new knowledge. Supported by a rigid sourcing policy, this “scientific infrastructure” facilitated contextualization and regulated the influx of new information. Last, we constructed a network of DOI-Wikipedia articles, which showed the landscape of pandemic-related knowledge on Wikipedia and how academic citations create a web of shared knowledge supporting topics like COVID-19 drug development. Conclusions Understanding how scientific research interacts with the digital knowledge-sphere during the pandemic provides insight into how Wikipedia can facilitate access to science. It also reveals how, aided by what we term its “citizen encyclopedists,” it successfully fended off COVID-19 disinformation and how this unique model may be deployed in other contexts.

ЕЛЕКТРОННИ ПРАВИТЕЛСТВА В СТРАНИТЕ ОТ ЧЕРНОМОРСКИЯ РЕГИОН – ФАКТОР ЗА ПРОЗРАЧНОСТ И ОПТИМАЛНА КОМУНИКАЦИЯ

The progressive development of societies and economies is marked increasingly by the growing role of digital knowledge and information technologies. With the creation of a global information space, the digitization of society and the wider use of internet technologies through traditional and electronic media, the development of e-Government is becoming increasingly popular and functional. Nowadays, the organization of public administration on the basis of electronic means of processing, transmitting and disseminating information, providing services to public authorities, businesses and citizens electronically, the information interaction of public authorities and society using information telecommunications technologies, and ensuring free access for citizens to the relevant state information, are the main components of a comprehensive transformation of governance into the e-government format.

Learning about materiality through tinkering with Micro:bits

This paper discusses two pilot projects in Art and design education at the teacher training at Western Norway University of Applied Sciences. In the second round of drafts for the new curriculum of Art and design digital knowledge is described as stretching from using simple digital resources to master and shape your own digital products. It is no longer limited to two-dimensional visual modelling as previously drafted. This is in our view a new approach in a subject where making, tinkering and designing allows for explorations in both 2D and 3D. Given that we want to encourage the use of the digital together with the use of physical materials, the pilot case studies demonstrate the importance of bringing coding and the material aspects of tinkering, making, and creating into play. The BBC Micro:bit was used to make coding and mechanical control part of projects made with traditional material. Further research and development should be undertaken to bring such practices into classrooms in primary and lower secondary schools.

¿El alumnado que participa en violencia escolar, también participa en episodios de agresión cibernética?

Access to information and digital knowledge is an advantage for human development, however, it is also an opportunity for its inappropriate and excessive use. The objective of the study is to describe the roles of participation of school violence, based on their participation in episodes of cyber aggression: Flamming, Denigration, Impersonation, Outing and Trickery, Happy Slapping, Grooming, Exclusion, Cyberstalking, and Harrassment.The research was quantitative with descriptive study and cross-sectional design. 411 high school students from the State of Mexico participated. Two instruments were used, one to measure school violence (α=.95) and the second to measure nine types of cyber aggression (α=.97). A multivariate clustering o conglomerate analysis (k-means) was done to describe groups of students based on school violence, identifying three groups: victims, doble role (victim-bully) and not involved in school violence, from the classification a contrast of means (one-way ANOVA) was made to describe the different types of cyber-aggressive behaviors exhibited by the identified groups. The first conclusion refers that when you are the victim of school violence (face to face), it will also be victims of school violence in virtual environments: flamming, denigration, impersonation, outing and trickery, happy slapping, grooming, exclusion and harassment. It is also concluded that those who participate with a doble role in school violence participate as victims and bully, reproducing violence in virtual environments, which should be taken into account for prevention and intervention program.

Institutional pressure and open innovation: the moderating effect of digital knowledge and experience-based knowledge

Purpose When considering the influence of external social, technical and political environments on organizations’ open innovation behavior, especially in emerging markets, institutional theory is especially salient. This study aims to answer the question of how to integrate organizations’ external institutional pressures and internal knowledge structure to mitigate the challenges in the open innovation process. Design/methodology/approach This study uses a sample of 2,126 observations from the 2012 World Bank Enterprise Survey. A multivariate regression model is designed to explore the impact of external institutional pressure (i.e. coercive pressure, mimetic pressure and normative pressure) on open innovation, as well as the moderating effect of digital knowledge and experience-based knowledge. Findings The results show that institutional pressure has a positive role in promoting open innovation; digital knowledge weakens the positive relationship between institutional pressure and open innovation; experience-based knowledge strengthens the positive relationship between institutional pressure (especially coercive pressure) and open innovation. Originality/value This study combines institutional theory and knowledge management to enriches insights into open innovation in emerging markets. Beyond recognizing the inherent multidimensionality of the concept of institutional pressure, this study creates an integrated path for the legitimacy acquiring of enterprises through the knowledge structure design (i.e. digital knowledge and experience-based knowledge). It also deepens the institutional pressure to enable the implementation of digital knowledge to manage open innovation processes.