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Purpose This paper aims to examine how a social entrepreneurial organisation in Sweden collectively learned to adapt itself to the COVID-19 pandemic. Design/methodology/approach Using an abductive approach, this study conducted single case fieldwork on a social entrepreneurial organisation called SFE. The following research questions were asked: What are the changes in collective learning conditions that SFE has to face during the pandemic? What are the outcomes of collective learning during the pandemic in SFE? Findings This study results indicate that collective learning conditions were changed by restructuring the organisation’s design and teamwork during the pandemic, which facilitated sharing of knowledge and experiences. This collective learning helped the organisation develop new virtual projects during the pandemic. Another result of this collective learning was the members’ new shared understanding of the organisation’s vision. Research limitations/implications This study hopes to broaden the understanding of the relationship between collective learning in organisations and organisational adaptation in times of crisis. Practical implications This study can help leaders of social entrepreneurial organisations understand what changes are necessary to create a team that collectively learns. Originality/value The data had the advantage of being gathered as a real-time process, and the researcher witnessed how the organisation achieved adaptation as it happened and not just through its members’ reflection of it as a past phenomenon.

Ever since the eighties, spatial planners have been approaching planning processes as learning processes. In this article we argue that such learning processes not only require a trajectory that helps groups to reflect in and on their actions, but also a trajectory that helps these groups to learn how to participate in such reflections. We refer to such a trajectory as a Place for Continuous Learning. The aim of the article is to explore how to develop such places. Over a period of 18 months, we conducted our own learning experiment and facilitated, on the one hand, three participatory processes in three European countries that each address the societal issue of retrofitting suburbia, and, on the other hand, organized a series of three Collective Learning Workshops in which we invited the main facilitators of these participatory processes to exchange experiences. Together these participatory processes and workshops made up our Place for Continuous Learning. The article first discusses the design of the experiment. It then summarizes the actual workshops and ends with formulating a number of principles on how to develop Places for Continuous Learning. The CAPA.CITY research project (www.capa-city-ensuf.eu) was financed within the ERANET Cofund Smart Urban Futures call. Devisch, O (corresponding author), Hasselt Univ, Agoralaan Gebouw E, B-3590 Diepenbeek, Belgium. Oswald.devisch@uhasselt.be

Este estudo configura a experiência de um grupo de trabalhadores com a criação de um espaço de conhecimento mediante aprendizagem coletiva que resultou em uma inovação de processo de trabalho em uma Instituição Federal de Ensino - IFE centenária, o CEFET/RJ. Os trabalhadores da área de patrimônio, lotados em diferentes campi da IFE, atuavam de forma isolada e então, decidiram se reunir para trocar conhecimentos sobre seus trabalhos, criando assim um grupo social. A partir de uma abordagem qualitativa, utilizou-se a estratégia de estudo de caso para compreender como estes trabalhadores experienciavam os encontros deste grupo, que apresentou características de uma comunidade de prática. Para tanto, foram coletados dados por observação participante neste grupo social, e entrevistas individuais com cinco trabalhadores que participavam dos encontros. Mediante a análise de conteúdo, os resultados encontrados destacam para a importância das trocas de conhecimentos, tácitos e explícitos, entre estes trabalhadores, e evidencia o surgimento de uma inovação de processo, estimulada pelo ambiente coletivo de aprendizagem criado, denominada de Balcão de Trocas. O Balcão de Trocas permite a redistribuição de materiais entre os campi, acarretando em um menor tempo de reposição dos mesmos, o que possibilita maior economia para a instituição.

The purpose of the contemporary university has been redefined across the world in terms of success in global competition, usefulness for moneymaking, and efficiency, meaning application of New Public Management ideas. My aim is to sketch an alternative and future-oriented ethico-political conception of the university to serve counterhegemonic purposes. First I discuss briefly the Humboldtian myth and legacy. Second, I summarize Jürgen Habermas’s analysis of the historical and practical limits of the idea of the university. Third, in response to Habermas’s criticism, I outline a nonspeculative, scientific realist way of understanding the unity of all sciences and humanities. Fourth, I locate the idea of the university in the twenty-first century global context, understood in part as world risk society. And finally, I argue that the autonomy of the university should be anchored in the rules, principles and institutional arrangements of multi-spatial metagovernance, rather than just those of territorial states. The future of the university calls for new cosmopolitan institutional solutions and world citizenship. Non

We present a biologically inspired design for swarm foraging based on ant’s pheromone deployment, where the swarm is assumed to have very restricted capabilities. The robots do not require global or relative position measurements and the swarm is fully decentralized and needs no infrastructure in place. Additionally, the system only requires one-hop communication over the robot network, we do not make any assumptions about the connectivity of the communication graph and the transmission of information and computation is scalable versus the number of agents. This is done by letting the agents in the swarm act as foragers or as guiding agents (beacons). We present experimental results computed for a swarm of Elisa-3 robots on a simulator, and show how the swarm self-organizes to solve a foraging problem over an unknown environment, converging to trajectories around the shortest path, and test the approach on a real swarm of Elisa-3 robots. At last, we discuss the limitations of such a system and propose how the foraging efficiency can be increased.

This article presents some reflections on ethics in mathematics classes in engineering majors. We conceptualize ethics as the forms of relationship with the other or the otherness forms. Once the production and learning of mathematics are conceived as processual events that occur in concrete human practice, ethics is considered an inescapable element to consider, as the theory of objectification suggests. In the first part, this study addresses a brief contextualization of the relationship between mathematics teaching and learning and engineering from an ethical point of view. Then, an approach to Radford's theory of objectification and its ethical position is presented. In the third part, this study addresses an instrument design that allowed to explore preliminarily in a group of university mathematics professors the types of ethics applied in the classrooms. The fourth part of the article focuses on the analysis of the responses. Finally, we present some reflections and suggestions for future studies. Resumen En este artículo presentamos algunas reflexiones acerca de la ética en las clases de matemáticas en carreras de ingeniería. Conceptualizamos la ética como las formas de relación con el otro, o formas de alteridad. Así que, desde el mismo momento en que la producción y el aprendizaje de las matemáticas se conciben como acontecimientos procesuales que ocurren en la práctica humana concreta, como sugiere la teoría de la objetivación, la ética resulta ser un elemento ineludible de considerar. En la primera parte abordamos una breve contextualización de la relación entre la enseñanza y el aprendizaje de las matemáticas y la ingeniería desde una mirada ética. Presentamos luego una aproximación a la teoría de la objetivación de Radford y planteamos su postura ética. Posteriormente abordamos, en la tercera parte de este artículo, el diseño de un instrumento que nos permite explorar preliminarmente con un grupo de profesores de matemáticas universitarias los tipos de ética que pueden estar operando en las aulas de clase. El análisis de las respuestas al instrumento lo abordamos en la cuarta parte del artículo y, finalmente, presentamos algunas reflexiones y sugerencias de estudios futuros. Resumo Neste artigo apresentamos algumas reflexões sobre a ética nas aulas de matemática nas carreiras de engenharia. Conceituamos a ética como formas de relação com o outro, ou formas de alteridade. Assim, a partir do momento em que a produção e a aprendizagem da matemática são concebidas como eventos procedimentais que ocorrem na prática humana concreta, como sugere a teoria da objetivação, a ética se torna um elemento incontornável a ser considerado. Na primeira parte abordamos uma breve contextualização da relação entre o ensino e a aprendizagem da matemática e das engenharias numa perspectiva ética. Em seguida, apresentamos uma abordagem da teoria da objetivação de Radford e delineamos sua posição ética. Posteriormente, na terceira parte deste artigo, abordamos o desenho de um instrumento que nos permite explorar preliminarmente com um grupo de professores universitários de matemática os tipos de ética que podem estar operando em sala de aula. A análise das respostas ao instrumento é abordada na quarta parte do artigo e, por fim, apresentamos algumas reflexões e sugestões para estudos futuros.

The Internet of Things (IoT) requires a new processing paradigm that inherits the scalability of the cloud while minimizing network latency using resources closer to the network edge. Building up such flexibility within the edge-to-cloud continuum consisting of a distributed networked ecosystem of heterogeneous computing resources is challenging. Furthermore, IoT traffic dynamics and the rising demand for low-latency services foster the need for minimizing the response time and balanced service placement. Load-balancing for fog computing becomes a cornerstone for cost-effective system management and operations. This paper studies two optimization objectives and formulates a decentralized load-balancing problem for IoT service placement: (global) IoT workload balance and (local) quality of service (QoS), in terms of minimizing the cost of deadline violation, service deployment, and unhosted services. The proposed solution, EPOS Fog, introduces a decentralized multi-agent system for collective learning that utilizes edge-to-cloud nodes to jointly balance the input workload across the network and minimize the costs involved in service execution. The agents locally generate possible assignments of requests to resources and then cooperatively select an assignment such that their combination maximizes edge utilization while minimizes service execution cost. Extensive experimental evaluation with realistic Google cluster workloads on various networks demonstrates the superior performance of EPOS Fog in terms of workload balance and QoS, compared to approaches such as First Fit and exclusively Cloud-based. The results confirm that EPOS Fog reduces service execution delay up to 25% and the load-balance of network nodes up to 90%. The findings also demonstrate how distributed computational resources on the edge can be utilized more cost-effectively by harvesting collective intelligence., Comment: 17 pages and 15 figures

Practitioners of transdisciplinary inquiry, which we define to include research, learning, collaboration, and action, encounter innumerable tensions. Some tensions are universal, while others are unique to that particular inquiry at that point in time. Resolving these tensions requires innovative practices, which emerge through experience with transdisciplinary inquiry. In this article, we reflect on two decades of transdisciplinary inquiry at the Institute for Sustainable Futures. Drawing on that experience, we argue that one crucial innovative practice is to create space for collective, reflective learning. Such learning frequently takes place in spaces we call “crossroads”. These are formal and informal spaces where practitioners who have been on their own transdisciplinary learning journeys (experiencing diverse tensions and applying diverse approaches) come together in dialogue to share, reflect, critically and constructively question, imagine, challenge, and synthesize their experiences into collective organizational learning. Crossroads can emerge spontaneously but can also be consciously nurtured. In our experience, they help us to sustain the innovation needed for transdisciplinary inquiry and to avoid stagnation or routinization. At these reflective, and often times transformative, crossroads, we make sense of our messy, non-linear transdisciplinary journeys and develop innovations to take our transdisciplinary practices forward.

This paper examines the evolution in the conceptualization of Social Innovation (SI) with a view to elucidating the multiplication of uses of the term over the last half century. We performed a comprehensive and systematic literature review extracting 252 definitions of SI through a search of 2,339 documents comprising academic papers, books and book chapters, together research and policy reports. To guide the inductive analysis of pluri-vocal discourses we assume innovation to be a learning-based process involving actors’ interactions and social practices. We apply mixed qualitative methodologies, combining content analysis based on an interpretivist ontology with cognitive mapping techniques. Our findings show that SI was introduced as an analytical concept by incipient academic communities and has spread in the last decades as a normative concept fuelled by development and innovation policies. SI is defined by a set of common core elements underpinning three different and interrelated discursive ‘areas’: processes of social change, sustainable development and the services sector. We point to some policy implications and a number of promising avenues for research towards the advancement of a broader socio-technical theory of innovation., This work has been partly funded by the JAE-Doc grant for the programme ‘Junta para la Ampliación de Estudios’, co-financed by the European Social Fund (JAEdoc008) and the Spanish Ministry of Science (from January 2012 to December 2014).

En Argentina, durante estos últimos años, se desarrollaron experiencias universitariasorientadas al fortalecimiento de las organizaciones sociales. En esta dirección,“Asociativismo” de la Universidad Nacional de General Sarmiento (desarrollada entrelos años 2013 y 2015), representa una forma de aprender haciendo, y de crear nuevoconocimiento, para el análisis organizacional, entre docentes universitarios yorganizaciones sociales. En tal sentido, se evidencia una forma de aprendizajecolectivo, siguiendo la estrategia de los enfoques del aprendizaje y el serviciosolidario; y el enfoque interdisciplinario. En efecto, esto permitió comprender avances,fortalezas, oportunidades, debilidades y amenazas de las asociaciones civiles, lasfundaciones y las cooperativas., In Argentina, during these last years, college experiences aimed to the strengthening social organizations were developed. In this direction, “Asociativismo” de la Universidad Nacional de General Sarmiento (developed between 2013 and 2015), represents a form of learn doing with the other, and create new knowledge, to the organizational analysis, between university professors and social organizations. In this regard, it is evident a form of collective learning, following the strategy of the learning approaches and the solidary service; and the interdisciplinary approach. In effect, this allowed understand progress, strengths, weaknesses, opportunities y threats of the civil associations, foundations and cooperatives, from the reports and the experiences of their referents., En Argentina, durante estos últimos años, se desarrollaron experiencias universitarias orientadas al fortalecimiento de las organizaciones sociales. En esta dirección, “Asociativismo” de la Universidad Nacional de General Sarmiento (desarrollada entre los años 2013 y 2015), representa una forma de aprender haciendo, y de crear nuevo conocimiento, para el análisis organizacional, entre docentes universitarios y organizaciones sociales. En tal sentido, se evidencia una forma de aprendizaje colectivo, siguiendo la estrategia de los enfoques del aprendizaje y el servicio solidario; y el enfoque interdisciplinario. En efecto, esto permitió comprender avances, fortalezas, oportunidades, debilidades y amenazas de las asociaciones civiles, las fundaciones y las cooperativas .

When do groups and societies choose to be uninformed? We study a committee that needs to vote on a reform which will give every member a private state-dependent payoff. The committee can vote to learn the state at no cost. We show that the committee votes not to learn the state whenever independent voters are more divided than partisans. This implies that groups with conflicting preferences tend to seek less information. A laboratory experiment shows that committees are substantially more likely to vote against acquiring information when the theory predicts them to do so. We also observe deviations from theory that are largely explained by cognitive limitations. At the same time, subjects with more experience or with greater strategic competence are more likely to vote in line with the theory, providing evidence for external validity of the model. We thank Universidad del Rosario for hosting the experiment, and the financial support from Central Bank of Colombia grant 3754, Spanish Ministry of the Economy grant MDM 2014-0431, and Comunidad de Madrid grant S2015/HUM-3444

The use of copulas is proposed as a way of modelling dependencies between different agents' probability judgements when carrying out probability pooling. This is combined with an established Bayesian model in which pooling is viewed as a form of updating on the basis of probability values provided by different individuals. Adopting the Frank family of copulas we investigate the effect of different assumed levels of comonotonic dependence between individuals, in the context of a collective learning problem in which a population of agents must reach consensus on which of two mutually exclusive and exhaustive hypotheses is true. In this scenario agents receive evidence from two sources; directly from the environment and also from other agents in the form of probability judgements. They then apply Bayesian updating to the former and probability pooling to the latter. We carry out multi-agent simulation experiments and show that optimal population level performance is obtained under the assumption of some degree of comonotonicity between agents, and consequently show that the standard assumption of agent independence is suboptimal. This is found to be particularly true of scenarios where there is a large amount of noise and very low amounts of direct evidence. Finally, we investigate dynamic environments in which the true state of the world changes and show that identifying the optimal level of agent dependency has an even greater effect on performance than for static environments in which the true state remains constant.

Many have advocated for collaborative governance and the participation of citizens and stakeholders on the basis that it can improve the environmental outcomes of public decision making, as compared to traditional, top-down decision making. Others, however, point to the potential negative effects of participation and collaboration on environmental outcomes. This article draws on several literatures to identify five clusters of causal mechanisms describing the relationship between participation and environmental outcomes. We distinguish (i) mechanisms that describe how participation impacts on the environmental standard of outputs, from (ii) mechanisms relating to the implementation of outputs. Three mechanism clusters focus on the role of representation of environmental concerns, participants' environmental knowledge, and dialogical interaction in decision making. Two further clusters elaborate on the role of acceptance, conflict resolution, and collaborative networks for the implementation of decisions. In addition to the mechanisms, linking independent with dependent variables, we identify the conditions under which participation may lead to better (or worse) environmental outcomes. This helps to resolve apparent contradictions in the literature. We conclude by outlining avenues for research that builds on this framework for analysis.很多人支持合作治理和公民与利益相关方的参与, 因为与传统的自上而下地决策相比较, 它可以改善公共决策对环境的影响。然而, 另一些人指出参与和合作会对环境造成负面影响。本文通过不同文献分支识别了关于描述参与和环境结果之间因果机制的五个类群。我们将

WOS: 000439147000001, This study aimed at finding out the level of teachers' individual and collective learning and analysing the influence of their personal, organizational and professional characteristics on these learning types. We collected data representing teachers' learning behaviours and their personal (gender, total experience, current school experience, school level, school size and school SES) and organizational professional characteristics (self-efficacy, aspiration, recognition, positive climate, student oriented practices, task oriented practices and symbols-values). A total of 340 teachers working in primary, lower secondary and secondary schools located in Aksaray province of Turkey, comprised the sample. We analysed data using descriptive statistics, exploratory factor analysis, two-step clustering analysis and binary logistic regression. We found that teachers were overwhelmingly individual learners and aspiration is the most powerful professional characteristic affecting teachers' learning preferences. Beside aspiration, self-efficacy and student oriented practices were also able to effect on teachers' individual learning. School climate, differently from other significant predictors, was able to detect the high-level collective learners. The only individual characteristics, school level was a significant predictor. Teachers, who work at the primary level, are tend to be collective learner. Based on the results, we suggested to widen the area of teachers' individual initiatives and to compose groups working collectively towards challenging goals for enhancing students' learning.

Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through influencing contextual factors, including providing resources, developing culture, and taking strategic actions that support improvement. Our review highlights the importance of leadership in both promoting a supportive learning environment and implementing learning processes.

Aquí se presenta un estudio de caso sobre una estrategia de aprendizaje colaborativo diseñada entre profesionales de la educación, en el ámbito específico de trabajo del autismo, para apoyar el intercambio de experien-cias académicas a través de las redes. La muestra se compone de un equipo de ocho profesoras de aulas de autismo específicas cuyo trabajo se basa en diseñar y contrastar contenidos y estrategias educativas de actuación para estos alumnos. Los resultados indican que el trabajo planificado, consen-suado y con una trayectoria común de participación continuada en el tiempo ofrece garantías para la consecución de estrategias sobre una base firme que camina hacia la calidad en educación. El grupo de trabajo ofre-ce seguridad profesional a sus participantes, favorece la consecución de objetivos comunes y evita el aislamiento profesional de los profesores en aulas específicas, ya que la comunicación en la red es la base de su trabajo. This paper presents a case study on collaborative learning designed by edu-cation processes in a specific working environment, autism, to support the exchange of academic experiences through networks. The sample comprises a team of eight teachers from autism specific classrooms whose work is based on designing and contrasting content and educational strategies for these students. The results indicate that planned, agreed work with a shared trajectory of ongoing participation offers the best possibility of establishing strategies on a firm foundation that leads to quality education. The working group offers professional security to its participants, favoring the achieve-ment of shared goals and avoids professional isolation of teachers in autism specific classrooms, since networking is the foundation of their work.

The effectiveness of the collective learning that takes place in modern housing developments can play a major role in terms of housing performance. Building performance evaluation (BPE) currently does not address the type and quality of collective learning processes happening within a community in relation to occupants using their new homes. A Social Learning Tool is proposed to extend BPE methodology and provide a framework to help researchers better understand the nature and degree of home user collective learning and community involvement which can in turn enhance the BPE process. A first partial application of the tool to six case study dwellings within a low carbon development in Leeds allowed identification of barriers and opportunities for collective learning.

In this article we describe a new multi-agent approach for the accompaniment and follow-up of learners (tutoring) in collaborative social networks via network technologies. To assist learners in their collaborative learning process, the system we propose offers the possibility to identify the sociological behavioral’ profile of each learner on the basis of the automatic analysis of the asynchronous textual conversations exchanged between learners. To achieve our aims, we first describe the sociological profiles that we use in our model. Then, we expose the approach used for the semantic analysis of the messages exchanged (full text), as well as the proposed indicators for the determination of these profiles. After, we present the results of the implementation of the system developed as part of an experiment that we conducted with the students of the Master Program “Software Quality” in the Ibn Tofail University of Kenitra, Morocco. We did indeed obtain very good performances during tests on corpora of messages.

The aim of the study has been to describe, analyse and discuss the latest research findings on the professional development that is accomplished through collective and cooperative processes among teachers. The research question addressed in this article is: “In which ways do professional development and learning occur in schools, and which improvements may be identified in the practices of teachers related to professional development and learning?”. The theoretical framework for the research is cultural historical activity theory (CHAT). In the CHAT perspective, knowledge is perceived as constructions of meaning and understanding within social interaction. The social interactions and surroundings are seen as decisive for teachers’ (in this case) learning and development. The main argument is that teachers’ professional development can lead to improvements in teachers’ teaching and development of teachers’ pedagogical thinking about students learning and development. To answer the research question, a search was carried out in the field of pedagogy in ERIC (Education Resources Information Center) (performed on 4 January 2018). The search strings “teacher professional development”, “teacher learning” and “professional development” were used and restricted to the time period from 2015 to 2017. This study finds that many factors impact and influence the professional development of teachers. Collective processes in professional learning communities (PLCs) in an environment dominated by trust between the participants are important. Findings moreover show the importance of teachers having influence on planning and initiation of teachers’ professional development. The study also shows that external support has an impact on teachers’ professional development. © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.

This paper proposes models of learning process in teams of individuals who collectively execute a sequence of tasks and whose actions are determined by individual skill levels and networks of interpersonal appraisals and influence. The closely-related proposed models have increasing complexity, starting with a centralized manager-based assignment and learning model, and finishing with a social model of interpersonal appraisal, assignments, learning, and influences. We show how rational optimal behavior arises along the task sequence for each model, and discuss conditions of suboptimality. Our models are grounded in replicator dynamics from evolutionary games, influence networks from mathematical sociology, and transactive memory systems from organization science., Comment: A preliminary version has been accepted by the 53rd IEEE Conference on Decision and Control. The journal version has been submitted to IEEE Transactions on Automatic Control

This paper proposes models of learning process in teams of individuals who collectively execute a sequence of tasks and whose actions are determined by individual skill levels and networks of interpersonal appraisals and influence. The closely-related proposed models have increasing complexity, starting with a centralized manager-based assignment and learning model, and finishing with a social model of interpersonal appraisal, assignments, learning, and influences. We show how rational optimal behavior arises along the task sequence for each model, and discuss conditions of suboptimality. Our models are grounded in replicator dynamics from evolutionary games, influence networks from mathematical sociology, and transactive memory systems from organization science.

Past studies relate small business advisory program effectiveness to advisory characteristics such as advisory intensity and scope. We contribute to existing literature by seeking to identify the impact of different advisory program methods of delivery on learning and subsequent firm innovation behavior. Our research is based on a survey of 257 Australian firms completing small business advisory programs in the three years preceding the research. We explore the range of small business advisory program delivery methods in which our surveyed firms participated and, with reference to the literature on organizational learning and innovation, we analyze predictors of firms' learning ability and innovativeness based on the identified delivery methods. First, we found that business advisory programs that involved high levels of collective learning and tailored approaches enhanced firms' perceptions of their learning of critical skills or capabilities. We also found that small business advisory programs that were delivered by using practice-based approaches enhanced firms' subsequent organizational innovation. We verified this finding by testing whether firms that have participated in small business advisory services subsequently demonstrate improved behavior in terms of organizational innovativeness, when compared with matched firms that have not participated in an advisory program.

We introduce a primary care practice model for caring for patients with multimorbidity. Primary care for these patients requires flexibility and ongoing coordination, and it often must be tailored to individual circumstances. Such complex and flexible care could be accomplished within communities of practice, whose participants are willing to learn from their shared practice, further each other's goals, share their stories of success and failure, and promote the continued evolution of collective learning. Primary care in these communities would be conceived as a complex adaptive process in which the participants use an iterative approach to care improvement that integrates what they learn and do collectively over time. Clinicians in these communities would define common goals, cocreate care plans, and engage in reflective case-based learning. As community members manage their knowledge, gain insights, and develop new care strategies, they can improve care for patients with multiple conditions. Using a mix of methods, future research should explore the conditions that are necessary for collective learning within communities of clinicians who care for patients with multimorbidity and who develop new knowledge in practice. By understanding these conditions, we can foster the development of collective learning and improve primary care for these patients.

Este artigo examina a natureza emocional subjacente às relações interpessoais requeridas para o desenvolvimento de arranjos sociais no contexto de estruturas conhecidas como arranjos produtivos locais (APLs). Essas estruturas são definidas como conjuntos multinueleadas formadas por atores, individuais e institucionais, capazes de propiciar trocas horizontais que permitam interações de cooperação. Tais interações associativas são adaptativas e incrementais, favorecem a aprendizagem entre os atores envolvidos e resultam em aumento de inovação e de capacidade coletiva de sobrevivência dos APLs em ambientes competitivos hostis. Os dados de campo subsidiaram a identificação de uma racionalidade funcional (instrumental) predominante. Essa racionalidade é orientadora das ações coletivas competitivas, em detrimento das ações de cooperação e solidariedade requeridas pelo desenvolvimento contínuo e sustentável do APL. A análise dos dados também indicaram que: a) a emocionalidade limitada tem sido desconsiderada pelos atores envolvidos (empresários e representantes do Sebrae) como uma dimensão subjacente às relações interpessoais e à aprendizagem coletiva requerida dos APLs; b) a busca pela atendimento dos interesses individuais prevalece e conduz a uma desconfiança mútua que impede o desenvolvimento pleno e a continuidade dos APLs estudados. This article examines the emotional nature underlying personal inter-relationships, required for developing social configurations in the context of structures known as Productive Local Configurations (PLC). These social structures are defined as multi-nuclear social sets formed by either individual or institutional actors, capable of promoting horizontal exchanges that allow cooperative associations. Such associations are built through adaptative and incremental interactions, which favour learning among involved actors, resulting in innovation and collective capacity of increasing PLCs survival within competitive environments. Field data revealed an instrumental (functional) rationality prevalence. This rationality guides competitive collective actions in detriment of cooperation and solidarity actions required for PLCs continuous and sustainable development. Data analysis indicated that among entrepreneurs and Sebrae representatives: a) bounded emotionality has not been considered as an underlying dimension to both personal inter-relationships and collective learning processes; and b) search for the satisfaction of individual interests prevails and leads to a mutual untrustworthy attitude that may be an impediment for PLCs full and continuous development.

The assessment of interprofessional competence or capability following interprofessional education (IPE) remains essential if we are to ensure future practitioners who are able to work in teams and collaborate for improved health outcomes. Any IPE curriculum must design and describe its theoretical stance and this also applies to how learning will be assessed. This article reports on a study of the use of an IPE portfolio by students across 10 professions as a flexible framework for students to demonstrate their learning. Using a qualitative approach, the completed portfolios of a proportion of students from medicine, social work, and speech and language therapy were read, and a sub-set of students were interviewed to gain their perceptions of this assessment process. The findings are discussed in the light of the value of reflection for learning to consolidate interprofessional understanding. The study highlights how emotional and cognitive learning triggers lead to new understandings for collaborative practice reached only because students were able to reflect on their experiences. The portfolio is now summative and includes other assessment components.

This study is an evaluation of design students’ perceptions of the benefits of collective learning in a real-world collaborative design studio. Third year students worked in inter-disciplinary teams representing architecture, interior design, landscape architecture, and industrial design. Responding to a real-world brief and in consultation with an industry partner client and early childhood education pre-service teachers, the teams were required to collectively propose a design response for a community-based child and family centre, on an iconic koala sanctuary site. Data were collected using several methods including a participatory action research method, through the form of a large analogue, collaborative jigsaw puzzle. Using a grounded theory methodology, qualitative data were thematically analysed to reveal six distinct aspects of collaboration, which positively impacted the students’ learning experience. The results of this study include recommendations for improving real world collaboration in the design studio in preparation for students’ transition into professional practice.

La actuación, representada a través de los papeles en la puesta en escena de las clases es de vital importancia para la construcción del conocimiento en la vida universitaria. Es un elemento fundamental pues éste condiciona y forma al estudiante de hoy. Así, este estudio cualitativo aborda el proceso de construcción del conocimiento del dicente y el docente en una Escuela Superior Pública de Pedagogía del Sureste Mexicano con el fin de comprender y reflexionar sus actuaciones, las interacciones y complejidad que en esta se suscitan como parte de la acción de conocimiento desde una perspectiva microsocial y comunicativa. Performance, as represented through the emerging roles in staging a class, is of vital importance for the construction of knowledge in academic life. Performance is fundamental in that it conditions and forms the student of today. The present qualitative study discusses the process of knowledge construction by both instructors and students in a public university setting in Southeast Mexico. Its purpose is to comprehend and interpret performances and interactions in their inherent complexity as part of such knowledge construction in both micro-social and communicative perspective.

Wine producers facing the transition to organic farming rely widely on networks of informal advice sharing among peers. Limited attention has been paid so far to the impact of actors’ values on collective learning, although the literature shows that they play a role both in the ecological transition (LAMINE et al., 2009) and in advice seeking (NAHAPIET et al., 1998). This paper explores the effect of actors’ ecological values on a complete advice network within a professional milieu of over 60 organic and biodynamic wine producers in Burgundy Region, France. Using exponential random graph models, the analysis takes into account not only wine producers’ ecological values, but also their broad relational context including triadic sub-structures such as transitivity and the existence of pre-existing relations that may have an influence on the advice network. Wine producers’ values stand out as driving the selection of advisers. Two simultaneous collective learning processes are identified: the first one is characterized by the collaboration of experienced wine producers that share common ecological values, and the second one by the interactions among these experienced producers and the novices. This second learning process is coupled with a socialization mechanism aiming at transmitting the milieu’s social norms. Os viticultores que enfrentam a transição em direção da agricultura orgânica apoiam-se fortemente em redes informais de conselho entre parceiros. Pouca atenção tem sido dada até agora ao impacto dos valores dos agentes no processo de aprendizado coletivo, ainda que a literatura tenha demonstrado que os valores cumprem um papel importante tanto na transição ecológica (Lamine et al. 2009) como no intercambio de conselhos informais (Nahapiet et al. 1998). O presente artigo examina o efeito dos valores ecológicos dos agentes numa rede completa composta por um mileu profissional de mais de 60 viticultores orgânicos e biodinâmicos da região de Borgonha, na França. Mediante exponential random graph models, são analisados não só os valores dos viticultores, como também seu contexto relacional mais amplo, com a presença de subestruturas de transitividade e a existência de relações pre-existentes que podem influenciar a rede de conselhos. Os resultados mostram que os valores dos viticultores influem na seleção de colegas aos quais se demandam conselhos. Dois processos de aprendizado simultâneos têm sido identificados: o primeiro está caracterizado pela colaboração mutua entre viticultores que tem uma grande experiência e compartilham os mesmos valores ecológicos. O segundo processo está associado com um processo de socialização que conduz à transmissão das normas sociais deste mileu.

This action research intervention examined the use of questioning strategies in the classroom, introducing a rich ‘question-diet’ to promote increased learning, engagement and independent thinking. A qualitative approach was taken, using interpretative phenomenological analysis (IPA) to explore the meaning-making and personal experiences of the students' experience of the intervention. The study was conducted with an upper sixth-form psychology class at a west London further education college. The results showed that students reported experiencing increased learning due to underlying factors such as increased independent thinking, effective sharing of knowledge, and increased engagement, all resulting wholly or partly from the questioning strategy adopted. This outcome points to the essential value of using a rich variety of questions, and the benefits of planning when and with which learner to use different question strategies. However, as the intervention was conducted on a relatively small class, there may have been issues with participant reactivity and demand characteristics. Effective methods to reduce bias in classroom action research interventions are outlined and discussed.

In this dissertation, we analyze the social construction of a market of TV programs in Sub-Saharan Africa. Based on the study of a trade fair where buyers (TV channels, distribution intermediaries) and sellers of TV programs (studios, distributors and independent producers) can meet, negotiate, discuss, and close deals, we try to understand how this event participates in the transformation of the ways in which TV programs were “exchanged” in Africa and in the integration of the African TV programs market into the global one. TV programs distribution at the global level has long been considered to be a market. But until recently in Sub-Saharan Africa, TV channels used to acquire programs “for free” through diverse ways. Political, economic and technical evolutions have slowly transformed this sector into a market. The trade fair under examination in this research plays a central role in this evolution because it is the first to bring together the microcosm of this industry. We studied this event for three years and ran three surveys in order to collect social network data and analyze informal information exchange networks between attendees of the events. We study how trade fairs attendees learn from each other and define, select and share market values, norms and rules., Cette thèse propose d’étudier la construction sociale d’un marché des programmes de télévision en Afrique subsaharienne. A travers l’étude d’un salon où se rencontrent acheteurs (chaînes de télévision et intermédiaires de distributions) et vendeurs de programmes de télévision (studios, entreprises de distribution et producteurs indépendants), nous cherchons à comprendre comment ce salon entraîne la formation d’un milieu social et participe à l’intégration du marché africain des programmes au marché mondial. En effet, jusque dans les années 2000, une grande partie des chaînes de télévision africaines obtenaient des programmes gratuitement via plusieurs canaux. De lentes évolutions des règlementations et des infrastructures ont conduit ce secteur à adopter peu à peu un fonctionnement marchand. Le salon que nous étudions participe à ce processus puisqu’il est le premier à regrouper des distributeurs internationaux et des chaînes africaines. A travers une enquête ethnographique et trois analyses de réseaux d’échanges d’informations entre les participants menées durant trois ans au cours de différentes éditions du salon, cette thèse étudie comment plusieurs normes marchandes coexistent dans ce salon. Nous étudions le processus d’apprentissage collectif entre les participants du salon et montrons comment cet apprentissage favorise la sélection de normes marchandes communes.

Many innovations in education are not completed, even if they are well thought out in advance. One of the main causes is the organization's lack of learning ability, combined with a shortage of teachers' and students' ownership with respect to the renewal of ideas and design. In communities of learners, teachers and students collaborate and learn together in order to shape innovations in their daily practice. Their ability to learn collectively is a key factor in developing a learning organization. So far, insights into how processes of collective learning can be designed effectively, and which critical factors play a role, have been based on limited empirical research. This article's goal is to contribute to the development of these insights, using the results of a study based on 48 cases of collective learning in communities of learners in primary schools and teacher education institutes. The results suggest that although collective learning rarely takes place in most cases many outcomes are created that affect all community members. This leads to the conclusion that some participants create outcomes, not only on behalf of themselves, but also on behalf of others.

A learning organization has a deep culture of learning. It is constantly encourage its member to learn. This learning activity is not only for adapting to the rapid changing of its internal and external environment, but also for growing. The effort of a learning organization to create a conducive learning climate can be indicated by training its members. Working towards a learning organization has both its strengths and drawbacks. The strengths are it can improve the organization performance and organization survival. However, learning too rapid can lead to learning stress. Moreover it can lead to harsh internal competition.

Thanks to their ability to perform knowledge-related tasks such as diffusing knowledge locally, promoting high-tech firms, establishing links between knowledge-creating bodies (e.g. universities, research centers) and knowledge-exploiting bodies (e.g. public and private firms, local institutions), science parks have long been considered efficient instruments of industrial and regional policy (Jones 1996; Martin 1997). They were expected to enhance the diffusion of new and advanced technologies/knowledge among firms, and consequently boost the competitiveness of firms and regions. At present, a significant number of studies show that most science parks have failed to perform their intended function (Appold 2004; Massey et al. 1992; Quintas et al. 1992; Vedovello 1997). Many reasons have been attributed to this failure. An important reason is the erroneous and misleading belief that simple geographical proximity between sources of knowledge and local firms is sufficient to foster the widespread spatial diffusion of information, technologies and new ideas (Macdonald 1987; Vedovello 1997). Another reason is the peculiar governance structure of science parks: in fact they may address as many objectives as there are main stakeholders, which in turn may lead to inconsistent policies (Monk et al. 1988; Lofsten and Lindelof 2002).

SummaryA popular argument about economic policy under uncertainty states that decentralisation offers the possibility to learn from local or regional policy experiments. Often, an analogy between market competition as a discovery procedure and political competition is used to corroborate this argument. We argue that political learning processes are not trivial and do not occur frictionlessly: Voters have an inherent tendency to retain a given stock of policy-related knowledge which was costly to accumulate, so that yardstick competition is improbable to function well particularly for complex issues, if representatives’ actions are tightly controlled by the electorate.We show that factor mobility does have the potential to endogenously disturb equilibria on regional markets for political theories, and therefore does provide for improved political learning processes compared to unitary systems. But the results we can expect are far from the ideal mechanisms of producing and utilising knowledge often described in the literature. In particular, collective learning may occur in the relatively efficient region, while the status quo may be fortified in the relatively inefficient region.

Processes of collective learning are expected to increase the professionalism of teachers and school leaders. Little is known about the processes of collective learning which take place in schools and about the way in which those processes may be improved. This paper describes a research into processes of collective learning at three primary schools. Processes of collective learning are described which took place in small teams in these schools. It is also pointed out which attempts can be made in order to reinforce these processes in the schools mentioned.

We seek to shed new light on the social process of political opinion formation from an evolutionary perspective.We propose a model in which heterogeneous citizens collectively learn and modify their opinions about the most convenient size of public expenditure for the economy. In Section 1, we argue that approaching political processes from an evolutionary perspective may overcome certain theoretical shortcomings in public choice theory and in evolutionary economics. In Section 2, we claim that several features should be considered by an evolutionary approach to political processes: bounded rationality and heterogeneity on the part of agents,normative learning as a socially contingent process, and public opinion formation as an emergent social property. We devote Section 3 to propose a model based on section 2. The dynamic analysis in Section 4 reveals the existence of two regimes characterized by different dynamics for public opinion. Depending on the parametric values, either public opinion displays persistence and ongoing endogenous transformation in a more or less complex way, or it stabilizes in a rather homogenous state of opinion. Section 5 discusses to what extent the range of political opinions supported in a society may influence the complexity of the political process, affecting the time evolution of public expenditure which can turn into a chaotic regime, generating erratic dynamics of the public opinion evolution. Finally we present some conclusions.

Der vorliegende Beitrag untersucht die zunehmende Bedeutung von nichtexplizitem Wissen unter einem neuen Regime verteilter Wissensproduktion. Wissenschaftliches und technologisches Wissen werden immer mehr zu den Schlüsselfaktoren in der Veränderung von Wirtschaftssystemen und in der Geschichte der Gesellschaft. Die Produktion, die Verteilung und der Gebrauch von Wissen bestimmen die Wettbewerbsvorteile der Unternehmen. Die Produktion des Wissens ist über viele Plätze zerstreut, sie ist in explizites und nicht-explizites Wissen aufgespaltet, sie ist zwischen unterschiedlichen institutionellen Akteuren verteilt und verlangt nach neuen Koordinationsmechanismen. 'Interaktive Innovationsnetzwerke' (Lundvall 1993) werden konstruiert, um Zugang zu lokalem Wissen zu erhalten. "Wissensmanagement" wird als ein neues Geschäftsfeld geschaffen, um die Leistungsfähigkeit der Wissensarbeit zu erhöhen. Anstelle der Arbeitsteilung, wie sie in industriellen Gesellschaften vorherrschte, kann von einer 'Wissensteilung' gesprochen werden, der Autor nennt dies hier das 'Regime verteilter Wissensproduktion'. Das erste Ziel dieses Papiers ist es, die institutionellen Veränderungen dieses neuen Regimes kurz zu umreisen. Das zweite Ziel ist es, die Rolle des nicht-expliziten Wissens bei dem Prozess zu erforschen, der einen wachsenden Teil des Wissen expliziter macht. (ICD)

In a recent paper,(1) we examined how experience of repeatedly flying with a specific partner influences pigeons' subsequent navigational decision-making in larger flocks. We found that pairs develop into a "behavioral unit" through their shared experience of joint flights, acquiring a single idiosyncratic route during training, and then forming spatially distinct subgroups when flying with other pairs. Further, differences between the route preferences of different pairs appear to be reconciled through the same mechanisms as those that apply to individuals. Here we examine in more detail the development of route preferences in pairs, as an example of "collective learning." We find that pairs acquire routes more quickly, but with less precision, than individuals. We use these results to hypothesize on the advantages and limitations of solving problems collectively.

International audience; We explore inter-organisational collective learning by assuming that authority relationships are different at the inter- and the intra-organisational level. This difference has implications for the way in which a collective solves the problems related to the creation of a hierarchy between different bodies of appropriate knowledge. At the intra-organisational level, cognitive conflicts are solved by centralisation and alignment with opinion leaders who often have formal and epistemic authority. In this context, members tend not to seek advice from others 'below' them in the organisational status hierarchy. At the inter-organisational level, we show that the absence of a formal hierarchy encourages entrepreneurs to invest heavily in relational activity. This behaviour allows them to keep their status in a context where epistemic conflicts become entrenched, following a polarisation process, in different epistemic communities. We illustrate this phenomenon with an empirical study of entrepreneurs in the French biotech industry.

International audience; The usual approach to ambient intelligence is an expert modeling of the devices present in the environment, describing what each does and what effect it will have. When seen as a dynamic and noisy complex systems, with the efficiency of devices changing and new devices appearing, this seems unrealistic. We propose a generic multi-agent (MAS) learning approach that can be deployed in any ambient environment and collectively self-models it. We illustrate the concept on the estimation of power consumption. The agents representing the devices adjust their estimations iteratively and in real time so as to result in a continuous collective problem solving. This approach will be extended to estimate the impact of each device on each comfort (noise, light, smell, heat...), making it possible for them to adjust their behaviour to satisfy the users in an integrative and systemic vision of an intelligent house we call QuaLAS: eco-friendly Quality of Life in Ambient Sociotechnical systems.

Resume Cet article presente les resultats d’une etude de terrain (enquete d’usage) portant sur les caracteristiques des Situations d’Apprentissage Collectives Instrumentees (SACI) dans l’enseignement superieur selon le point de vue des acteurs (concepteur et tuteur) qui ont participe a leur conception ou a leur utilisation avec des etudiants. Notre propos est de determiner les formes que prennent les SACI (en termes de scenario, d’outils, de type d’activite...) et les demarches pedagogiques mises en pratique par les acteurs enseignants. Nous detaillons les resultats de notre etude, faisant principalement ressortir une demarche « artisanale » des acteurs, c’est-a-dire fondee sur une utilisation opportuniste et pragmatique des outils disponibles pour s’adapter aux contextes de formation.