collective knowledge
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2022 ◽  
pp. 002248712110707
Author(s):  
Nicole Mittenfelner Carl ◽  
Amanda Jones-Layman ◽  
Rand Quinn

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.


2022 ◽  
pp. 0013189X2110690
Author(s):  
Caitlin C. Farrell ◽  
William R. Penuel ◽  
Annie Allen ◽  
Eleanor R. Anderson ◽  
Angel X. Bohannon ◽  
...  

Given the rapid growth of research–practice partnerships (RPPs), we need a framework that helps the field understand how RPPs can facilitate organizational learning in service of local educational improvement and transformation. Drawing on sociocultural and organizational learning theories, we argue that learning can happen for the organizations engaged in RPPs at the boundaries of research and practice. Such learning is evident when there are changes in collective knowledge, policies, and routines of participating organizations, with implications for longer-term outcomes of educational improvement and transformation locally and more broadly. The degree to which organizations can make use of the ideas from the RPP is dependent, in part, on the presence and design of boundary infrastructure and the preexisting organizational capacities and conditions. We conclude with implications for those engaging in RPPs and future research.


2022 ◽  
pp. 107484072110677
Author(s):  
Tommy Carlsson ◽  
Elisabet Mattsson

The aim of this study was to describe experiences of peer support among mothers of children with congenital heart defects. Ten mothers were interviewed through a semi-structured approach and interviews were analyzed with systematic text condensation. The respondents established various channels used for peer support and navigated between the channels depending on what type of information or support they needed. Through the channels, they found peers they developed strong friendships with and who they relied on for emotional support. Communicating with peers involved the reciprocal exchange of unique emotional support between peers who understand each other as well as the exchange of information derived from their collective knowledge, and thus, difficult to find without the help of peers. The findings illustrate the potential strengths of establishing reliable collaboration and liaisons between clinical units and peer support networks.


Author(s):  
Fabiola Colmenero Fonseca

Bringing children closer to the issues of culture and civic education in architecture and critical thinking is essential because only by knowing and enhancing their respective heritages is it possible to appreciate the present and build the future of cities with them and for them, where a city is a place of construction of collective knowledge that encompasses the challenges of sustainability and the objectives of the 2030 Agenda of the United Nations. From SUJ (Jesuit University System) we have a strong commitment to the protection and care of minors and vulnerable people. In recent years, a great effort has been made to move from a culture of protection and care to ensure access to culture to safe environments. The concept of Friendly Cities 8-80is taken up again, based on the premise: If we design the city for an 8-year-old and an 80-year-old, we will have a city that allows coexistence and harmony in a way that fosters equity, stimulates healthy lifestyles, and promotes sustainability for more diverse users. Good public space design including beauty, sustainability, and accessibility are keywords of the new Bauhaus, capable of astonishing, reflecting culture and the values of a community, influencing, or “forcing” people to engage with their daily environment to address the new global challenges of climate change, pollution, and resource scarcity.


Author(s):  
Victoria Pérez de Guzmán ◽  
Juan Trujillo-Herrera ◽  
Encarna Bas Pena

Social education in Spain has become increasingly popular in recent decades as both a socio-educational action/intervention and as a profession. The history of social education is a combination of various microhistories that have evolved within different areas. In order to understand the “micro” component of these histories, we need a perspective of the “macro,” while also keeping in mind that the microhistories are essential to understanding the true development of social education on a general level. The goals of this research are: to approximate the key historical antecedents that have influenced the development of social education in Spain as both a socio-educational action/intervention and a profession, to demonstrate the importance of analyzing the history of social education through microhistories, and to indicate the key elements and criteria necessary to carry out our microhistory of social education. Our methodology is the state of the field documentary research modality, which facilitated our study of the collective knowledge addressing a pedagogy of social education. This qualitative-documentary and critical-interpretive methodology followed these steps: contextualization, classification, and categorization. The main conclusion will indicate the definition of key points as well as the criteria necessary to be able to carry out a microhistory of social education.


2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Michael Schröder ◽  
Jürgen Cito

AbstractThe interactive command line, also known as the shell, is a prominent mechanism used extensively by a wide range of software professionals (engineers, system administrators, data scientists, etc.). Shell customizations can therefore provide insight into the tasks they repeatedly perform, how well the standard environment supports those tasks, and ways in which the environment could be productively extended or modified. To characterize the patterns and complexities of command-line customization, we mined the collective knowledge of command-line users by analyzing more than 2.2 million shell alias definitions found on GitHub. Shell aliases allow command-line users to customize their environment by defining arbitrarily complex command substitutions. Using inductive coding methods, we found three types of aliases that each enable a number of customization practices: Shortcuts (for nicknaming commands, abbreviating subcommands, and bookmarking locations), Modifications (for substituting commands, overriding defaults, colorizing output, and elevating privilege), and Scripts (for transforming data and chaining subcommands). We conjecture that identifying common customization practices can point to particular usability issues within command-line programs, and that a deeper understanding of these practices can support researchers and tool developers in designing better user experiences. In addition to our analysis, we provide an extensive reproducibility package in the form of a curated dataset together with well-documented computational notebooks enabling further knowledge discovery and a basis for learning approaches to improve command-line workflows.


Author(s):  
Cathal O'Madagain ◽  
Michael Tomasello

The biological approach to culture focuses almost exclusively on processes of social learning, to the neglect of processes of cultural coordination including joint action and shared intentionality. In this paper, we argue that the distinctive features of human culture derive from humans' unique skills and motivations for coordinating with one another around different types of action and information. As different levels of these skills of ‘shared intentionality’ emerged over the last several hundred thousand years, human culture became characterized first by such things as collaborative activities and pedagogy based on cooperative communication, and then by such things as collaborative innovations and normatively structured pedagogy. As a kind of capstone of this trajectory, humans began to coordinate not just on joint actions and shared beliefs, but on the reasons for what we believe or how we act. Coordinating on reasons powered the kinds of extremely rapid innovation and stable cumulative cultural evolution especially characteristic of the human species in the last several tens of thousands of years. This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.


Author(s):  
Nicolas Bredeche ◽  
Nicolas Fontbonne

In this paper, we present an implementation of social learning for swarm robotics. We consider social learning as a distributed online reinforcement learning method applied to a collective of robots where sensing, acting and coordination are performed on a local basis. While some issues are specific to artificial systems, such as the general objective of learning efficient (and ideally, optimal) behavioural strategies to fulfill a task defined by a supervisor, some other issues are shared with social learning in natural systems. We discuss some of these issues, paving the way towards cumulative cultural evolution in robot swarms, which could enable complex social organization necessary to achieve challenging robotic tasks. This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.


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