Bridging the Knowledge Gap in Collaborative Research—in Dialogues We Trust

By building upon the prior work exploring the nature of practicing and knowing in collaborative research (CR), this article argues that focusing on how trust evolves in collaborative dialogue could enhance the learning potential in CR projects. Drawing from 42 workshops within a CR project, we analyze how dialogue and learning practices develop trust. We use the dialogical framework developed by Walton and Krabbe (1995) to identify and classify 107 dialogues. From our data, we identify three distinct dialogical patterns (educating, inquiring and practicing). These three dialogical patterns are related to four learning practices that are conceptualized as knowledge sharing, knowledge gapping, knowledge bettering and knowledge speculating. Combined, these dialogical patterns and learning practices develop collaborative trust in CR projects. We propose that these results represent an emerging conceptual language that addresses the development of trust in managing CR projects. This conceptual language can both improve managerial practice in the CR context and inspire future theory building.

Relationships and Strategic Implications Among Organizational Culture

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation are receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organization practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Strategic Implications of Organizational Culture, Knowledge, Learning Organizations, and Innovation on Sustainable Organizations

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

Organizational Culture, Knowledge, Learning Organizations, and Innovation on Sustainable Organizations

This study aims to analyze the strategic implications that the organizational culture has on organizational knowledge, learning, and innovation. It begins from the assumption that there is a direct and positive relationship between the organizational culture and knowledge, learning, and innovation in organizations. It also is assumed that organizational culture, knowledge, learning, and innovation play a receptive to sustainable organizational practices. The method used is the appreciative inquiry as a collaborative dialogue based on the question of what is the best of and what might be that aims to design and implement innovations in sustainable organizational arrangements and processes. The theoretical framework is based on organizational cultural cognitivism theory and the theory of socio-ecological intergradation. It is concluded that sustainable organizations practices require the creation and development of an organizational culture supportive of knowledge, learning, and innovation practices.

O estímulo ao diálogo colaborativo a partir de tarefas baseadas em corpus: uma experiência no ensino de italiano/LE

RESUMO: Neste trabalho é discutido o papel da interação em sala de aula de língua italiana/LE a partir de tarefas construídas com dados provenientes de corpus. Como pressupostos teóricos, trabalhamos, sobretudo, com os conceitos de tarefa (Ellis, 2009), bem como com as noções de diálogo colaborativo e languaging, cujas bases fundamentais se ancoram na teoria sociocultural vygotskyana, mas que encontram respaldo mais recente nos trabalhos de Swain (2005, 2006) e Figueiredo (2019). Do ponto de vista prático, a pesquisa examina os áudios e as transcrições de interações de 11 aprendizes de nível B1 que frequentaram um curso de extensão na Universidade de São Paulo ao longo do segundo semestre de 2017. Como resultados principais, observamos que as tarefas propiciaram o aparecimento de processos conectivos complexos, como o noticing, o teste de hipótese, o scaffolding, entre outros, o que nos permitiu avançar a hipótese de que essas atividades promoveram o diálogo significativo e, por conseguinte, a produção de languagings que contribuem decisivamente para a construção do conhecimento da língua estrangeira.Palavras-chave: Ensino de língua italiana/LE. Tarefa. Corpus linguístico. Diálogo colaborativo. Interação. ABSTRACT: In questo lavoro viene discusso il ruolo dell’interazione nell’aula di lingua italiana/LS a partire dalla proposizione di task costruiti sulla base di dati provenienti da corpus. Come presupposti teorici, lavoriamo, soprattutto, con i concetti di task (Ellis, 2009), così come con le nozioni di dialogo collaborativo e languaging, le cui basi si fondano sull’approccio socioculturale di Vygotskij, ma che di recente trovano supporto nelle riflessioni di Swain (2005, 2006) e Figueiredo (2019). Da un punto di vista pratico, la ricerca prende in esame le registrazioni audio e le trascrizioni di interazioni tra 11 apprendenti di livello B1 che hanno frequentato un corso presso l’Università di San Paolo durante la seconda metà del 2017. Come risultati centrali, abbiamo osservato che i task hanno stimolato processi cognitivi complessi come il noticing, la verifica di ipotesi e lo scaffolding, il che ci ha consentito di avanzare l’ipotesi secondo cui queste attività favoriscono il dialogo e, di conseguenza, la produzione di languagings che contribuiscono alla costruzione della conoscenza in lingua straniera. : Parole chiave: Insegnamento di italiano/LS. Task. Corpus linguistico. Dialogo collaborativo. Interazione. ABSTRACT: In this work, the role of interaction in the Italian language / LE classroom is discussed, based on tasks constructed with data from corpus. As theoretical assumptions, we work, above all, with the concepts of task (Ellis, 2009), as well as with the notions of collaborative dialogue and languaging, whose fundamental bases are anchored in Vygotskian socio-cultural theory, but which find more recent support in the works of Swain (2005, 2006) and Figueiredo (2019). From a practical point of view, the research examines the audios and interaction transcripts of 11 B1 level learners who attended a course at the University of São Paulo during the second half of 2017. As main results, we observed that the tasks provided complex connective processes, such as noticing, hypothesis testing, scaffolding, which allowed us to advance the hypothesis that these activities promoted significant dialogue and, therefore, the production of languagings that contribute decisively to the construction of knowledge of the foreign language.Keywords: teaching of Italian as foreign language. Task. linguistic corpus. collaborative dialogue. Interaction.

“We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms

This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how meaningful, relevant and novel the students with diverse backgrounds found the tasks. The data were collected via a survey. Students’ problem-solving reports were analysed via content analysis, with the Taxonomy of Cognitive Process applied. Statistical analysis was used to measure the experienced meaningfulness, relevance and novelty. The analysis resulted in an understanding of the multiple voices in which the students articulated their thinking regarding linguistic problem-solving. The study sheds light on how to develop language aware learning materials to engage all students, regardless of their backgrounds, in discussions on language.