Is the Gamification of Scientific Work a Good Idea?

This chapter shows that, contrary to what some researchers claim, setting up the conditions for a “playful environment” is not so simple, in particular when it comes to organizing a new competition for the popularization of science (MT180®). In fact, we will see that popularization does not fit so easily into the “playful environment” desired by the organizers due to the gamified nature of the approach, which gradually colonizes the initial desire to present one's scientific work and pushes some participants to exaggerate their results in order to go as far as possible in the competition. It is therefore feared that the gamification of scientific work, while compatible with neoliberal expectations, will in fact lead to the production of bad science. The question then arises as to whether the need to turn researchers into effective communicators with a view to building the “knowledge society” advocated by international institutions can be achieved through gamified approaches, with the risk of creating an ever-greater distance between (real) scientific knowledge and citizens.

A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning

Lifelong work-integrated learning is a key challenge in the growing knowledge society, with the Corona pandemic as a catalyst for technology enhancement. This chapter argues for the need of a post-pandemic strategy that rethinks not only the pedagogical aspect but also the technology enhanced and collaborative aspects of lifelong and work-integrated learning. The strategy that is presented in this chapter is based on the author's experience from the BUFFL initiative, a pilot project for industry development at banks and insurance companies through technology-enhanced lifelong learning. The recommendation is a strategy tailored for the target group that supports the work-integrated learning aim of academia providing useful theories for real-world tasks in the industry. Some important components in the strategy are 1) to extend pedagogy with andragogy and heutagogy, 2) the design of user-friendly hybrid environments, and 3) blended communities of practice.

Digital Transformation in Higher Education Institutions as a Driver of Social Oriented Innovations

Higher education institutions have in the digital transformation an opportunity to facilitate access to education for individuals of different social backgrounds. At the same time, it will provide them with the necessary tools and skills to face current global problems (poverty, health quality, income disparities, environmental crises, among others) from a transdisciplinary perspective. Progress in the digitalization of higher education has been significantly accelerated by the onset of a pandemics in early 2020 (in European conditions). Such a rapid and massive transition to distance (online) education with comprehensive support for digital technologies is unparalleled. The survey conducted reflects the consequences of this change. Results shows that digital transformation improves some of the most demanded skills in the new knowledge society (searching and processing information, digital communication and socialization or working with text). Likewise, it has an important role in reducing costs related to education, but also in degradation of abilities in personal communication.

http://iafh.net/index.php/IJRES/article/view/335

The current study attempts to clarify the educational stock of educational concepts, terms and issues that have been obliterated (either intentionally or unintentionally or perhaps out of ignorance) in order to enlighten the way to researchers in the educational field and push them to search and explore what the Arab educational heritage abounds in from many issues in all fields of education And education, which the innovators (educational renewal) were able to derive from our educational heritage and then return it to us a second time as being from their actions and the offspring of their ideas. In the knowledge society, the knowledge economy, the digital society, and the repercussions of two industrial revolutions (the Fourth and the Fifth) and many others that have been proposed and repeated recently in the field of educational research, the importance of such a study, which sheds light on the concept of both educational heritage and educational renewal, appears Explaining the justifications for research and exploration in the educational heritage, and raising educational issues that have been studied from the inspiration of the educational heritage, and then the approach between educational heritage and educational innovation, and finally proposing the study of educational issues inspired by the Arab Islamic educational heritage.

Knowledge Society

This chapter is developed along three conceptual axes: citizenship; knowledge society: transparency; and trust and participation. It begins by explaining the concept of citizenship and its historical roots, the Greek polis and the Roman civitas; the revival of cities in the Late Middle Ages and their consolidation in the Modern Age. It analyzes the citizenship construct with the affirmation of each inhabitant as a citizen involved in improving the several plans of the quality of urban life. The second axis evaluates the characteristics of knowledge societies as promoting factors to a citizenship based on socio-political indicators that build trust between the citizen. The third axis deals with transparency and trust as active disseminators of timely and relevant information to the public and its impact on corruption, as a barrier against a broad citizenship. At the methodological level, the study combines bibliographic research with a field research by questionnaire.

Talent Management as a Part of Sustainable Human Resources Management

The development of knowledge society and the conception of human capital stimulated creation of a different view to human resources. The key factors of company success are not just material and financial sources; greater attention is given to talents. Human resources present most important strategic assets of a company. Employees that can be marked as “talents” have the greatest importance. Organizations receive talents differently, which is caused by different environments and conditions. Implementation of talent management in practice is not yet distinct, since there is a lack of process idea. The chapter focuses on an overview of the opinions of experts on talent management in literature, identification and evaluation of career building of employees in an industrial company in Slovakia, with suggestions on the application of a talent management model.

Implications and Asymmetries of the Knowledge Society

The term knowledge society brings together many of the transformations that are taking place in today's society, and its definition serves as an indicator of these changes. The related concentrations or asymmetries that arise from the phenomenon are also the subject of analysis and dispute. Its development and scope have been uneven, constantly incorporating new meanings to the existing terminology, hence the need to analyze 82 concepts of the knowledge society through a frequency count in Google Scholar, with a subsequent categorization saturating in six dimensions, in order to analyze their framing. The methodology used a higher-order association, establishing the most significant combinations and weightings. From these results, the concept of the knowledge society is defined by the dual economic-social category, according to its frequency of use in Google. This shows economic influences as a determining factor in the knowledge society, engendering processes far from the common good or the general interest.

Strategies to Manage and Preserve Indigenous Knowledge

The knowledge society globally has made us realize that knowledge is an important resource in gaining not only a competitive advantage but also for social and economic development. Each society and country possesses some inherent information and knowledge, which is unique to its growth and development trajectory. This is ‘indigenous knowledge' or ‘local knowledge'. However, the method and approaches to preserve this ‘indigenous knowledge' or ‘local knowledge' is less known and neither understood by many, especially in the emerging economies. Hence, adopting a systematic literature review method and in-depth literature review, the aim of this chapter is to provide strategies to preserve and manage indigenous knowledge systems. Further, the chapter also provides a holistic approach to preserve and manage indigenous knowledge.

Cultural Parent and Learning in the Knowledge Society: A Survey with Students of Primary Education

This article describes a research study involving 132 students on a Primary Education Sciences degree course at Roma Tre University. A complexity paradigm was employed for the research, which used group activities to design a questionnaire that was subsequently analysed to provide 8 different perspectives. The underlying theoretical perspective involved investigation of the applicability of the transactional analysis concept of Cultural Parent (and the associated concepts of Frame of Reference, Script and Ego States) as a way of understanding how changes are needed in educational processes to reflect how family, school and societal cultures have changed, with particular reference to Generation App and the increasing impact of technology on virtual spaces, and the need to reflect cultural diversity.